Feltham, C., Hanley, T., Winter, L.A. (2017). The SAGE handbook of Counselling and Psychotherapy (4th Ed.). SAGE Publishing.
Gelso, CH. J., Williams, E.N. (2017). Counseling Psychology (4th Ed.). American Psychological Association.
Kratochvíl, S. (2017). Základy psychoterapie (6. vyd.). Portál.
Peluso, P. (2023). Principles of Counseling and Psychotherapy (3rd Ed). Routledge.
Prochaska, J. O., & Norcross, J. C. (2024). Psychoterapeutické systémy: Základní přehled přístupů (H. Antonínová, Překlad). Portál.
Schlegel, L. (2015). Psychoterapia. Vydavateľstvo F.
Smitková, H. (2024). Poradenská psychológia a jej využitie v praxi. Grada.
Vybíral, Z., & Roubal, J. (Eds.). (2010). Současná psychoterapie. Portál.
Wampold, B. E. (2019). The Basics of Psychotherapy: An introduction to Theory and Practice (2nd ed.). American Psychological Association. http://dx.doi.org/10.1037/0000117-000
Yalom, I. D. (2012). Chvála psychoterapie: Otevřený dopis nové generaci psychoterapeutů a jejich pacientů. Portál.
The assessment of the course consists of three main parts:
1. elaboration and presentation of the topic in the team (30%) - submission of a seminar paper is a condition for completing the course. The seminar paper must be submitted no later than the day before the presentation,
2. active participation in classes, critical analysis of literature and its presentation in the final colloquium (max. 30%),
3. final exam (40%, while a minimum score of 50% is required to pass the exam).
Classification scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Absences: Attendance of students is mandatory. Absence may be justified for serious personal or medical reasons, up to a maximum of 2 sessions. The student will notify the teacher of his / her non-participation in advance by e-mail to the teacher and will prove it with a document at the study department according to the instructions given in the Study Regulations. Otherwise, the absence may be considered unjustified. In the absence of 3 or more (unjustified) sessions, the student may be assessed by Fx.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, Czech, English
1. Psychotherapy and psychological counseling—basic definitions, competencies, legislation, education, and supervision.
2. Theories of psychotherapy and psychological counseling. Competing theories (psychoanalysis, dynamic theories, classical conditioning, behaviorism, CBT, humanistic and experiential therapies). Theoretical integration, eclecticism, common factors, transdiagnostic approach, postmodern developments.
3. The role of theory in psychotherapy and psychological counseling from the perspective of the process involving the therapist/counselor and the client.
4. Specifics of the psychotherapeutic/psychological counseling process (general and specific effective factors).
5. Clinical reasoning—applying the principles of psychological counseling and psychotherapy
6. Research on the process and effects of psychotherapy and psychological counseling. Methods for measuring the process of psychotherapy and psychological counseling. How to interpret comparative studies.
7. Possibilities for the practical application of psychological counseling and psychotherapy in working with children, families, couples, and in clinical and non-clinical practice.
8. Ethical issues in psychotherapy and counseling psychology.
9. Current approaches in psychotherapy – dynamic psychotherapy (short-term dynamic psychotherapy, transference-focused psychotherapy, mentalization-based therapy).
10. Current psychotherapeutic approaches – cognitive-behavioral psychotherapy (EFT, mindfulness, DBT).
11. Current psychological counseling and psychotherapy approaches – humanistic, existential, and systemic approaches.
12. Contemporary approaches to psychological counseling and psychotherapy—integrative, multicultural, and postmodern approaches. Online therapy and psychological counseling.
13. Contemporary approaches to psychological counseling and psychotherapy. Psychotraumatology (EMDR, narrative exposure therapy).
60/40
By completing this course, students will gain an overview of current approaches in psychotherapy and psychological counseling. They will gain an overview of the history of psychological counseling and psychotherapeutic approaches, current theoretical modalities, the basic principles of the psychological counseling/psychotherapeutic process, relevant methods, and the fundamentals of clinical reasoning. Furthermore, students will understand the research principles of the effects and processes of psychotherapy and the ethics of working with clients.
Koukolík, F. 2012 Lidský mozek. Galén.
Kulišťák, P. 2011 Neuropsychologie. Portál.
Lezak, M.D., Howieson, D.B., Bigler, E.D., Tranel, D., 2012. Neuropsychological Assessment. Oxford University Press.
Preiss, M., Kučerová, H., 2006. Neuropsychologie v psychiatrii. Grada Publishing a.s. Preiss, M., Kučerová, H., 2006. Neuropsychologie v neurologii. Grada Publishing a.s.
*Note: We have chosen the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology, but also for other social and behavioral sciences. From the beginning, we consistently guide students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA also follow the same procedure.
Continuous Assessment: Practical assignments during case study seminars (50%), Written test (50%). Participation in classes is mandatory and is a condition for completing the course. Absence may be justified for serious personal or medical reasons, up to a maximum of 20% of classes.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Violation of academic ethics results in the annulment of the points earned in the relevant assessment item. Violation of academic ethics results in the annulment of the points earned in the relevant assessment item.
To complete the course, it will be necessary to read some texts in English.
1. Assessment of Everyday Functioning and Functional Capacity from a Neuropsychological Perspective
2. Neuropsychological Case Studies in Psychiatry I
3. Neuropsychological Case Studies in Psychiatry II
4. Case Study Seminar I
5. Extrapyramidal Disorders – Case Studies
6. Multiple Sclerosis – Case Studies
7. Functional Neurological Disorders
8. Case Study Seminar II: From Diagnosis to Intervention
9. Speech and Language Disorders
10. Normal Pressure Hydrocephalus
11. Memory Disorders (TGA, Diencephalic Amnesia, Memory Disorders in Oncology Patients) – Case Studies
12. Case Study Seminar III
100/0
The course is designed as a theoretical-practical one, and after completing it, the student should be able to describe and differentiate typical cognitive profiles in the main groups of disorders. He will also gain practical experience in reading and interpreting neuropsychological tests, can prepare a basic structured examination report and can work in a team, discuss and defend clinical decisions.
Aten, J. D., McMinn, M. R., & Worthington, Jr., E. L. (Eds.). (2011). Spiritually Oriented
Interventions for Counseling and Psychotherapy. American Psychological Association.
Frankl, V. E., & Lapide, P. (2009). Hľadanie Boha a otázka zmyslu. Lúč.
Hood, Jr., R. W., Hill, P. C., & Spilka, B. (2018). The Psychology of Religion: An Empirical
Approach (5th ed). The Guilford Press.
Leeming, D. A. (Ed.). (2020). Encyclopedia of Psychology and Religion (3rd ed.). Springer
Nature Switzerland.
Sisemore, T. (2015). The Psychology of Religion and Spirituality: From the Inside Out. Wiley.
Stríženec, M. (2007). Novšie psychologické pohľady na religiozitu a spiritualitu. ÚEP SAV.
Stríženec, M. (2001). Súčasná psychológia náboženstva. Iris.
Vitz, P. C. (2017). Psychologie a kult „Já“. Karmelitánske nakladatelství.
Preliminary assessment consists of:
1. activity in lectures,
2. written essay on a given topic.
Deadline for submitting written assignment is 10th session of semester.
Presence during lectures and seminars is mandatory. Absence is allowed under reasonable
circumstances defined in The Study Order of The Faculty and is subject to justification.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Academic ethics violation results in the cancellation of the points obtained in the relevant evaluation item.
Slovak, English
- Psychology of religion basics
- Psycho-biological aspects of religion and spirituality
- Religion and spirituality in human development
- Spiritual transformation and conversion
- Spiritual experiences
- The role of religion and spirituality in the creation of values and virtues
- Religion and spirituality in psychotherapy and psychological counseling
- Religious communities
- Topics brought by course participants
100/0
The graduate of the course will receive introductory information about current knowledge in the
field of psychology of religion and empirical approach to religion in the field of psychology.
Furthermore, the possibilities of using religious topics in psychotherapy and psychological
counseling, and the function of religion in various aspects of human experience. He can use this
knowledge in his further academic formation or in future practice.
BIANCHI, G. (2022). Figurations of Human Subjectivity : A Contribution to Second-Order Psychology. 1. vydanie. Palgrave Macmillan.
BIANCHI, G., POPPER, M., LUKŠÍK, I. & SUPEKOVÁ, M. (1999). Q-metodológia - alternatívny prístup k skúmaniu sexuálneho zdravia. Bratislava: KVSBK SAV. Human Communication Studies, Vol. 4.
WILLIG, C. (2001) Introducing Qualitative Research in Psychology: Adventures in Theory and Methods 1st Edition, OPEN UNIVERSITY PRESS.
Recommended readings will be added during the semester.
Note: The American Psychological Association (APA) citation format was chosen because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the outset, students are consistently guided to write rigorously according to APA standards, not only in terms of citations but also in terms of text structure, table and chart formats, and other requisites. Foreign departments from Europe and the U.S. follow the same approach.
Student attendance is compulsory. Absence may be excused for serious personal or medical reasons. However, a maximum of up to 30% of the class. Students must notify the instructor of their absence in advance by e-mail. If a student fails to attend at least 70% of the class, he/she will be graded FX. A prerequisite for passing the course is the completion of a professional essay relevant to the course.
Assessment of the course: 100% continuous - active participation, elaboration of a professional essay - specified at the beginning of the semester.
Classification Scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60
Violation of academic ethics will result in the cancellation of the points obtained in the relevant evaluation item.
Slovak, English
Not only the methodology and methods of research and analysis, but also the reasons why one needs to be versed in the ontology and epistemology of psychology.
In the course we will discuss where the psyche originates. That its source is not just our brain-and-body or the essential categories of traditional psychology (from temperaments, to intelligence and the Big Five, to all the resiliencies and grids). That the psyche is also rooted in all the texts and discourses and contexts of our being, and that ultimately we ourselves actively create it in our subjectivities. In the course we will also peer together and safely into the inspirational spaces of philosophy and sociology.
The course consists of four four-hour lecture blocks, between which are four so-called "reading" seminars (students will read a study and together it will be analyzed).
Keywords: ontology, epistemology, methodology, qualitative methods, triangulation in research, discourses, Q-methodology, latent class analysis, diversity of human subjectivity, second-order psychology.
100/0
The course is suitable for students who want to do research, but it is equally suitable for those who are determined to pursue a career in psychological practice. Graduates of the course are expected to:
- understand the complexities of the ontology of psyché
- learn the ways of theoretical thinking in psychology, in particular theoretical triangulation
- learn the basic methods of qualitative data collection and analysis in psychology
- learn the principles of critical thinking in the social sciences and especially in psychology
MEARNS, T., THORNE, B. (2013) Terapie zaměřená na člověka. Praha: Grada
MERRY, T. (2004) Naučte sa byť poradcom. IKAR, Pegas, Bratislava
PILÁRIK, L., MIKOŠKA, P., Prístup zameraný na človeka, In: Smitkova, H. (Ed) (2024) Poradenská psychológia a jej využitie v praxi, Grada
ROGERS, C. R. (2015) Být sám sebou. Portál, Praha
ROGERS ,C.R. (2014) Způsob bytí. Portál, Praha
TOLAN, J. (2006) Na osobu zaměřený přístup v poradenství a psychoterapii. Portál, Praha
Course materials provided by instructors
* Note: The citation style of the American Psychological Association (APA) has been adopted as it is the dominant international standard not only in psychology but also in other social and behavioural sciences. From the beginning of their studies, students are systematically guided to adhere to APA standards, including citation practices, text structure, formatting of tables and figures, and other formal requirements. This approach is consistent with that used by academic departments across Europe and the United States.
Active participation in experiential seminar activities and submission of a semester paper/reflection of adequate quality. Detailed information regarding the semester paper will be provided at the beginning of the teaching period.
Attendance is mandatory. Absences may be excused only for serious personal or health reasons, up to a maximum of 30% of contact hours. Students are required to notify the instructor in advance via email. Students who attend less than 70% of classes will receive a grade of FX.
Assessment:
100% continuous assessment based on active participation in experiential seminar work and the submission of a semester paper/reflection.
Grading scale:
A (100–92%), B (91–84%), C (83–76%), D (75–68%), E (67–60%), FX (59–0%)
Any violation of academic integrity will result in the annulment of points awarded for the respective assessment component.
Slovak, Czech, English
Theory of personality, therapy, and personality change in PCA
Necessary and sufficient conditions of the therapeutic process
Personality development and conditions of worth in PCA
Specific features of working with clients at different stages of the counselling process
Training in core PCA competencies: laboratories of empathic and therapeutic responses, practice of congruence
Encounter groups
100/0
The aim of the course is to provide, through experiential learning, an opportunity for a deeper understanding of the principles of the Person-centred approach and their application in counselling and therapeutic work with clients. The theoretical component serves to anchor and contextualise these experiential insights. Upon completion of the course, students will have deepened their understanding of the principles of individual and group work, as well as the possibilities of applying the Person-centred approach (PCA) in psychological practice.
Kemmerer, D. (2022). Cognitive Neuroscience of Language (2nd ed.). Routledge. https://doi.org/10.4324/9781138318427
Kumar, A. A. (2021). Semantic memory: A review of methods, models, and current challenges. Psychonomic Bulletin & Review, 28(1), 40–80. https://doi.org/10.3758/s13423-020-01792-x
Lambon Ralph, M. A., Jefferies, E., Patterson, K., & Rogers, T. T. (2017). The neural and computational bases of semantic cognition. Nature Reviews Neuroscience, 18(1), 42–55. https://doi.org/10.1038/nrn.2016.150
Bi, Y. (2021). Dual coding of knowledge in the human brain. Trends in Cognitive Sciences, 25(10), 883–895. https://doi.org/10.1016/j.tics.2021.07.006
Hoffman, P., McClelland, J. L., & Lambon Ralph, M. A. (2018). Concepts, control, and context: A connectionist account of normal and disordered semantic cognition. Psychological Review, 125(3), 293–328. https://doi.org/10.1037/rev0000094
Christoff, K., Irving, Z. C., Fox, K. C. R., Spreng, R. N., & Andrews-Hanna, J. R. (2016). Mind-wandering as spontaneous thought: a dynamic framework. Nature Reviews Neuroscience, 17(11), 718–731. https://doi.org/10.1038/nrn.2016.113
Barrett, L. F. (2016). The theory of constructed emotion: an active inference account of interoception and categorization. Social Cognitive and Affective Neuroscience, 154. https://doi.org/10.1093/scan/nsw154
Note: Additional reading recommendations will be provided throughout the semester. Students will be also provided with online materials, mostly including ppt/pdf presentations, and additional supplementary materials, such as scientific articles that are related to the current topics.
A maximum of 2 absences are allowed, for which it is unnecessary to bring proof. Also, students need to attend at least 4 seminars (out of 6) and final examination to obtain course credits. Exceptions to these rules will be dealt with individually after an agreement with the lecturers.
Course structure: The course incorporates an introductory meeting at the Department of Psychology followed by 6 lectures and 6 seminars taking place at the Department of Behavioural Neuroscience (Institute of normal and pathological physiology SAS, Sienkiewiczova 1). Lectures and seminars will alternate each week.
Course assessment – students will be assessed based on:
1. Seminar activity, which includes seminar readings (1 per 2 weeks), discussions (group colloquia), and lab activities (60% of the overall grade).
2. Final oral examination on the topics covered throughout the semester (40% of the overall grade). In order to obtain course credits, student must surpass 60% in the final examination.
Note: the seminar assignments (readings/colloquia, etc.) may change depending on the number of students attending the course. Specific details pertaining to the course management & requirements are introduced and discussed at the very first meeting. Violation of academic ethics will result in the cancellation of the points obtained in the relevant evaluation item.
Grading Scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60
Slovak, English
Course syllabus:
Developmental perspective on acquisition of lexical-semantic capacities (formation of mental representations, including concepts, mental lexicon, schemas)
Classical, amodal models of mental representation and knowledge organization
Current, embodied models of mental representation and knowledge organization (semantic grounding, abstraction)
‘From percept to meaning’: Speech perception, comprehension, and prosody (classical aphasia syndromes)
Spontaneity and deliberate regulation of thought (mind-wandering, cognitive control, structure, and dynamics)
Seminar activities and research skills development:
Behavioral assessment of cognitive functions
PsychoPy (free software for creating psychological experiments)
Psychophysiological recording techniques
Non-invasive brain stimulation techniques
Tools of complex network modelling
60/40
Attending this course should provide advanced understanding of neurocognitive processes and mechanisms underlying human language, memory, and thinking, including formation and activation of mental representations, and implementation of cognitive control during complex mental activities, such as language comprehension, reasoning, and decision making (in relation to both normal and pathological functioning). The students will also learn of the most influential paradigms shaping how we conceptualize and study cognitive and neural underpinnings of human memory and thought. Importantly, during the seminars, students will improve their abilities to comprehend scientific papers and debating skills. Finally, providing a direct view on and opportunity to try various cognitive methods, the students will acquire basic understanding of the principles governing the assessment and research of the memory and thought processes.
Uhrová, D, (2005). Imaginácia ako zrkadlo, Bratislava: Psychprof.
Hochgerner, M. & Pokorny, V. (Ed.). (2003). Koncentratívna pohybová terapia (KPT) v v teórii a praxi, Trenčín: Vydavateľstvo F.
Gräffová, Ch. (2003). Koncentrativní pohybová terapie, Albert.
Leuner, H. (2007). Katatymně imaginativní psychoterapie, Praha: Portál.
A requirement for passing the course is active participation in the experiential activities during the seminars and passing a knowledge test of appropriate quality.
Student attendance is compulsory. Absence may be excused for serious personal or medical reasons. However, a maximum of up to 30% of the teaching session. Students shall notify their absence
in advance by e-mail to the instructor. If a student fails to attend a minimum of 70% of the class, he/she will be graded FX.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics will result in the nullification of the points earned in the respective grade item.
Slovak, Czech, English
1. Concepts (imagination, night dream, day dream/imagination, symbol, metaphor, parable, narrative/story)
2. Imagery in depth psychology and psychotherapy
3. Imagery in psychological development
4. Procedural (implicit) and declarative (explicit) memory
5. Primary and secondary process
6. Effectiveness of imagery in psychotherapy
7. History of the use of imagery in psychotherapy
8. Autogenic training and imagery
9. Concentrative Movement Therapy (CMT) and imagery
10. Catathymic imagery psychotherapy
0/100
The course provides students with a professional overview of the specialty with the opportunity to connect to other applied psychological findings. Through experiential learning, students will gain an overview of the basic premises and practice of imaginative methods used in psychotherapy, specifically becoming familiar with the Catathymic Imagery Psychotherapy (CIP) method. They will be familiar with the basic theoretical underpinnings and elements of CIP. They will understand the different methods and ways of working with imagery and will be able to indicate them.
Braun, R., Marková, D., & Nováčková, J. (2014). Praktikum školní psychologie. Praha: Portál.
Čechová D. (2020). Intervencie v individuálnej psychológii. Univerzita Komenského
Fagan, T. K. (2005). School psychology: past, present, and future. Bethesda: NASP.
Gajdošová, E. (2015). Školská psychológia a školský psychológ pre 21. storočie. Žilina: Eurokódex. Gajdošová, E., Herényiová, G., & Valihorová, M. (2010). Školská psychológia. Bratislava: Stimul. Štech, S., & Zapletalová, J. (2013). Úvod do školní psychologie. Praha: Portál
Students will be acquainted with additional literature during the course.
Attendance in class is mandatory. Absence can be excused for serious personal or health reasons, however, for a maximum of 2 seminar hours. Students must notify the instructors of their absence in advance via email, or submit documentation to the study department (according to the guidelines outlined in the Study Regulations). Otherwise, the absence may be considered unexcused. In the case of multiple excused absences (up to 25%), additional work may be required. Missing more than 30% of classes will result in a final grade of FX.
Course Assessment: 60% Preliminary Assessment / 40% Final Assessment Preliminary assessment includes: Active participation in teaching, engagement in discussions and tasks during individual classes. Completion of a semester assignment – essay (20%). The assignment will be specified at the beginning of the teaching part. Completion and submission of assignments of adequate quality is a prerequisite for admission to the final exam. End-of-term test (40%). The final assessment consists of an oral exam (40%) during the examination period.
More detailed conditions and tasks will be described at the beginning of the teaching part of the semester.
Students are obliged to adhere to general ethical principles during the study of this subject, in accordance with the provisions of the Ethical Code of Comenius University in Bratislava. Violation of academic ethics will result in the annulment of points obtained in the relevant assessment item. Any form of plagiarism is considered a disciplinary offense according to the Disciplinary Regulations of Comenius University in Bratislava for Students and will automatically result in a final course grade of FX.
Grading Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak, Czech, English (comprehension of written text)
1. Basic information about school psychology. The position and education of school
psychologists in the EU, Legislative anchoring and institutional frameworks. Inclusion,
integration. Work concept of the school psychologist. Specifics of the work of a school
psychologist and his activities.
2. Preventive, diagnostic and intervention activities of the environment. Methods of work of a
school psychologist.
3. A beginning school psychologist at school. Adaptation of a school psychologist, adaptation
education. Documentation.
4. School as a system. Cooperation as a necessary part of the work of a school psychologist.
Model of effective cooperation between school and family: a scheme of action for school
psychologists.
5. Cognitive processes in the developmental and educational context in the school
environment. School maturity. Pupils' learning problems.
6. Pupils' problems in survival and behaviour. Emotionality, self-image and aggression in the
school environment.
7. Family environment and relationship as important factors of child development.
Communication and communication strategies with the parent.
8. Model of problem-solving in students' behaviour in school: characteristics, principles.
Wrong goals behaviour and characteristics of individual types of behaviour and criteria for
their diagnosis according to theory of Dreikurs. Intervention and prevention strategies and
techniques in gaining attention, fighting for power, retaliation / inadequate behaviour
9. Social relations in the classroom. Peer relationships, social dynamics and their importance
in management classes. Classroom management: characteristics of classroom management
styles and their influence on behaviour and student survival.
10. Selected aspects of personal development and specific support of the child in the school
environment. Preventive activity and preventive programs. Professional orientation and choice
of profession of students. Encouragement, strength groups and the technique of unforgettable
observations and their application in the practice of a school psychologist
11. Crisis intervention in the school environment
12. Ethical principles of work and ethical dilemmas of a school psychologist. Professional
competences of school psychologist. The position and education of school psychologists in the
EU.
60/40
School psychology synthesizes knowledge of basic psychological disciplines and their use in
school, within the activities of school psychologists and psychologists. The course brings current knowledge and trends in the field of school psychology (legislation, job description, ethical principles, crisis intervention), focusing on the practical application of this knowledge in the school environment. By completing the course, students will gain an overview of theoretical, methodological and application areas of school psychology and insight into the work of school psychologists in Slovakia. Students who successfully complete the course will know the basics legislative frameworks and guidelines, as well as the basic activities and working methods of school psychologists. They will understand the specifics of the work of school psychologists. They will be able to apply knowledge of basic theoretical disciplines in a specific school environment and in practical situations. They will be able to identify and evaluate the typical situations and propose optimal methods and solutions within preventive and interventional interventions in resolving situations in the school environment.
Teacher materials.
Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (2015). Základy psaní zpráv z vyšetření. Propsyco, sro.
Máthé, R. (2016) Klinická psychodiagnostika – individuálny prístup ku klientovi. In: Heretik, A., Heretik, A. a kol.: Klinická psychológia. Nové Zámky: Psychoprof.
Svoboda, M. (ed), Humpolíček, P., Šnorek, V. (2013). Psychodiagnostika dospělých. Praha: Portál.
Svoboda, M. (ed.), Krejčířová, D., Vágnerová, M. (2015) Psychodiagnostika dětí a dospívajících. Praha: Portál.
Methodology, Personality Psychology, Psychopathology
The evaluation of the course is based on the student's ongoing activities, which is emphasized. Part of the continuous work throughout the semester is individual preparation for lessons, submission of assignments, practical training in the administration and evaluation of diagnostic methods and active participation in classes. In the credit week, the student submits the evaluation report of the client on the basis of his administered, evaluated and interpreted psychological diagnostics.
Rating scale:
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
The course is implemented in small groups of 10-15 students. The individual groups have the same structure, but differ in the area in which psychological diagnostics is carried out. In this particular case, it is a clinical psychodiagnostics of adults.
1. Introduction to psychological diagnostics in practice
2. First contact with the client
3. Analysis of input information and creation of diagnostic / evaluation questions
4. Selection of suitable diagnostic methods
5. Practice with diagnostic methods 1
6. Practice with diagnostic methods 2
7. Practice with diagnostic methods 3
8. Practice with diagnostic methods 4
9. Observation - during the diagnostic / evaluation process
10. Integration of evaluation results
11. Causal cases with selected diagnostic methods.
12. Reporting
100/0
The course provides students with theoretical and practical training to use psychodiagnostic tools in clinical practice with a focus on the adult population. Students will be able to train skills in specific real-life situations.
Students will deepen their knowledge of selected diagnostic methods, which they will be able to administer and then be able to interpret and write a message to the client.
Carlson, J., Sperry, L., Lewis, J.A. (2005). Family Therapy Techniques. Routledge, New York
Čechová, D. (2021). Intervencie v individuálnej psychológii. UK, Bratislava BROWN, N., HORTON-Parker, R. (2002). The unfolding life: Counselling across the lifespan. Westport, Greenwood Press. Gelso, C., Nutt Williams, E., & Fretz, B. (2014). Counseling psychology (3rd ed.). American Psychological Association.
Koščo, J. (1987). Poradenská psychológia. Slovenské pedagogické nakladateľstvo, Bratislava Smitková, H. (2014). Kapitoly z poradenskej psychológie. UK, Bratislava
Tomulak, L. (2011). Developing your counselling and psychotherapy skills and practice. London: Sage Publications.
Watts, R.E., CARLSON, J. (1999). Interventions and Strategies in Counseling and Psychotherapy. Routledge, New York
Note: We chose the American Psychological Association (APA) citation format because it is
the dominant international citation standard not only for the field of psychology but also other
social and behavioral sciences. From the beginning, we consistently lead students to consistent
writing according to APA standards, which concerns not only citations but also text structure,
table and graph formats, and other essentials. Foreign departments from Europe and the USA are
also proceeding in the same way
1) Continous evaluation during education part, consisting from seminar work presentation / case study (25 points) and continuous test (25 points). Term a themes of continuou evaluation will be published at the beginning of September.
2) Final test in exam period (50 points). Student will be able to take an exam only in case he or she received min. 30 points from continuous evaluation. Participation in the eductaion is obligatory. Maximum two absence is accepted.
Violation of academic ethics results in the cancellation of earned points in the relevant item
evaluation.
Classification scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
1. General questions of psychological development, developmental period, transitions, specific issues for counselling
2. Development of an individual, attachment, adverse childhood experiences, family constellation, ttransgenerrational isuues, influences of parents and siblings on personality.
3. Childhood. Counselling young children and their parents.
4. School age. Counselling older children and their parents. Play therapy.
5. Adolescence. Counselling adolescents.
6. Family Counseling. Family in different stages, types of families, family break-ups, personal and alternate care
7. Marital and couple counselling
8. Specific issues of counselling in adulthood.
9. Counselling seniors.
10. Counselling specific groups of clients
11. Group counselling
12. Ethics, research and exetion of counsellors in Slovak Republic and abroad
50/50
Student will learn developmental and ecological context of clients´problems. He or she will understand issues of normality and psychopatology of mental health in the aspects relevant for counselling psychology. Student will require knowledge from specifics of counselling psychology and psychological interventions depending up age and developmental aspects of client. Student will be able to communicate with professionals from field and elaborate case-study, involving developmental, social/relational and clinical aspects of counselling case.
Beran, M. J., Brandl, J. L., Perner, J., & Proust, J. (Eds.). (2012). Foundations of metacognition.
Oxford University Press.
Crosson, Bruce & Haaland, Kathleen. (2003). Subcortical functions in cognition: Toward a
consensus. Journal of the International Neuropsychological Society. 9. 1027 - 1030.
Frisch, Stefan. (2014). How Cognitive Neuroscience could be more biological – and what it
might learn from Clinical Neuropsychology. Frontiers in Human Neuroscience. 8. 10.3389/
fnhum.2014.00541.
Kube, T., & Rozenkrantz, L. (2021). When Beliefs Face Reality: An Integrative Review of Belief
Updating in Mental Health and Illness. Perspectives on Psychological Science, 16(2), 247–274.
Sapolsky, R. M. (2017). Behave: The biology of humans at our best and worst. Penguin.
McEwen, B. S. (2007). Physiology and neurobiology of stress and adaptation: central role of the
brain. Physiological reviews, 87(3), 873-904.
Montag, C., & Panksepp, J. (2017). Primary Emotional Systems and Personality: An
Evolutionary Perspective. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00464
Porcelli, S., Van Der Wee, N., van der Werff, S., Aghajani, M., Glennon, J. C., van Heukelum,
S., Mogavero, F., Lobo, A., Olivera, F. J., Lobo, E., Posadas, M., Dukart, J., Kozak, R., Arce, E.,
Ikram, A., Vorstman, J., Bilderbeck, A., Saris, I., Kas, M. J., & Serretti, A. (2019). Social brain,
social dysfunction and social withdrawal. Neuroscience and biobehavioral reviews, 97, 10–33.
Vuilleumier, P., & Armony, J. (eds) (2013). The Cambridge Handbook of Human Affective
Neuroscience. Cambridge University Press.
Schilbach, Leonhard. (2016). Towards a second-person neuropsychiatry. Philosophical
Transactions of the Royal Society B: Biological Sciences, 371(1686), 20150081. https://
doi.org/10.1098/rstb.2015.0081
Sapolsky, R. M. (2017). Behave: The biology of humans at our best and worst. Penguin.
Šolcová Poláčková, I. (2018). Emoce. Regulace a vývoj v průběhu života. Praha: Grada, 240 s.
Wolf, O. T. (2009). Stress and memory in humans: twelve years of progress?. Brain research,
1293, 142-154.
The course consists of a series of lectures on predefined topics. The course ends with a test in credit week. To complete the course, the student must obtain a min. 60% success rate. The test has no correction date. Absence from the test is justifiable only for serious medical conditions or personal reasons. However, the student must inform the teachers about his / her absence in advance, at the latest two days before the test date. Subsequently, an alternative date will be set for him / her.
Clasification:
100-92% - A; 91-84% - B; 83-76% - C; 75-68% - D; 67-60% - E; < 60% - FX
Violation of academic ethics will result in the cancellation of earned points in the relevant item evaluation.
The course is taught in Slovak, however, knowledge of English is also required to study the texts.
What is neuroscience and why does it have so many attributes (medical, behavioral, cognitive, affective, social)?
Social Neuroscience - Social Cognition and Second Person Neuroscience
The role of cortical and subcortical structures in the emergence of psychopathological manifestations (depression, addiction, schizophrenia)
Predictive coding and the Bayesian brain
Affective neuroscience - principles, methods and a few surprising challenges for classical psychological theory of emotions
Neurobiological bases of personality and its disorders - from temperament theories, Big Five and its links to functional brain systems to examining the dynamics of feeling and experiencing of own Self.
Cortical and subcortical structures in cognition.
Cognitive neuroscience - a computational approach to metacognition
Functional organization of PFC in relation to memory with a focus on autobiographical memory - identity, self in relation to autobiographical memory
Factors and functions of emotion regulation, possibilities of regulation, structure and function of the brain in regulation. Relationship between cognitive processes and emotions in regulation, limits of research on emotion regulation.
Cultural neuroscience.
Stress and cognitive processes.
Decision making and free will.
Adolescent brain vs aging brain.
Synesthesia.
The aim of the course is to present current knowledge in the field of neuroscience with a special focus on cognitive, affective, social and behavioral neuroscience at the human level. After completing this course, students should be able to understand selected aspects of biological regulation of behavior and experiencing regarding these dynamically evolving approaches and findings, which bring a revision of classical knowledge in psychology. Knowing the current methods of data collection and research methodology in neurosciences. The course deals with the application of neuroscience knowledge on the continuum of norm and pathology (neuropsychiatric diseases). Completing the course requires a basic understanding of brain neuroanatomy and neurophysiology at the level of bachelor degree in psychology.
Blatný , M. et al. (2011). Psychologie osobnosti. Hlavní témata, současné přístupy.
Fonagy, P., Target, M. (2005): Psychoanalytické teorie. Portál, Praha.
Hřebíčková, M. (2011). Pětifaktorový model osobnosti. Přístupy, diagnostika, uplatnění. Grada
Publishing.
Křivohlavý, J. (2009): Psychologie moudrosti a dobrého života. Grada Publishing, Praha.
Mikulincer, M., & Shaver, P. R. (Eds.) (2015). APA Handbook of Personality and
Social Psychology: Vol. 4. Personality Processes and Individual Differences. http://
dx.doi.org/10.1037/14343-012
Pervin, L.A. (2003): The science of Personality. Oxford University Press, New York.
Ruisel, I. (2008). Osobnosť a poznávanie. Ikar, Bratislava.
Říčan, P. (2007): Psychologie osobnosti. Obor v pohybu. Grada Publishing, Praha.
Grada
Current studies and articles in scientific journals
Note: citation format APA (American Psychological Association) was chosen because it is the dominant international standard for the psychological field of study as well as other social and behavioural sciences.
Students are diligently lead to fulfil the standard of writing according to the APA, which concerns not only the citations but also the structure of the paper, table and graph formats and other aspects. Same as is common in other departments in Europe and USA.
Course requirements:
The grading is based 100 % on ongoing assessment and consists of two main parts:
- Project and ongoing activity, preparation and presentation of the group project about a chosen subject according to the agreed propositions (mac 60 %)
- Ongoing activity: lesson participation, submitting reflections of the lessons based on agreed propositions
Grading system: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Absences:
Attendance is compulsory. Absence can be excused when necessary (serious personal or health reasons), 2 lesson at maximum.
The student has to give notice of the absence beforehand via email to the lecturer and delivers proof to the student administration office according to the guidelines in Study regulations. Failing that, the absence could be considered unexcused. Three or more (unexcused) absences can lead to failing grade.
Any violation of academic integrity leads to annulation of the obtained points in the given item of the assessment.
1. Self as a central phenomenon of personality psychology. The problem of self-image in the light of social-cognitive theoretical approaches.
2. Carver and Scheier: control theory and private vs. public self-consciousness. Higgins - the theory of self-guides.
3. Culture and the self.
4. Narrative approaches to the self. Reconstructing the self by telling a story about the self.
5. Terror management theory and the self
6. Personality psychology and the "credibility revolution"
7. Processes and moderators of accurate personality assessment (Funder's perspective)
8. Mechanisms linking individuals to the environment - the relationship of physical traits in the environment and personality characteristics. Accuracy of personality assessment based on traces in the environment
9. Current issues in the triadic relationship "personality - situation - behaviour"
10. Are the five personality factors too much or too little? Perspectives on reducing and adding personality factors.
11. Whole trait theory.
During the course/final assessment: 100/0
Learning outcomes:
The goal of this course is introduction of current themes in personality psychology research. After its completion, the students will:
- Know how to reflet current development and approaches to personality psychology research.
- Know how to critically review older findings in personality psychology research and will know how to argue their methodological limitations
- Identify current possibilities of methodological and conceptual anchoring of the behavioural research of personality
- Be able to work independently in teams on group research project
Applebaum, A. (2020). Súmrak demokracie. Zvodné lákadlo autoritárstva. Bratislava, Npress, s.r.o..
Applebaum, A. (2024). Autokracia, s.r.o.. O diktátoroch, ktorí chcú vládnuť svetu. Bratislava, Npress, s.r.o.
Aronson, E., et al. (2017). Sociálna psychológia. Bratislava: Inštitút psychoterapie a socioterapie.
Bergman, R. (2020). Ľudskosť: Optimistická história človeka. Bratislava, NPress, s.r.o.
Harari, Y. N. (2020). 21 lekcií pre 21. Storočie. Bratislava: Aktuell.
Spitzer, M. (2018). Digitálna demencia ako pripravujeme seba a naše deti o rozum. Bratislava: Citadella.
Current studies in the field of social psychology available in external information databases within Academic Library of CU.
Note: The American Psychological Association (APA) citation format was chosen because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently guide students to write rigorously according to APA standards, not only in terms of citations but also in terms of text structure, table and graph formats, and other details. Foreign departments from Europe and the USA follow the same approach.
The evaluation of the course is based on 100% continuous evaluation and consists of two main parts - project evaluation and ongoing activity, specifically:
- elaboration and presentation of a research project in a team on a selected topic according to agreed propositions, max. 60%,
- continuous activities (participation in lectures, submission of ongoing reflections on meetings based on agreed propositions), max. 40%.
Classification scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Absences: Attendance of students is compulsory. Absence may be justified for serious personal or medical reasons, up to a maximum of 2 sessions. The student will notify the teacher of his / her non-participation in advance by e-mail to the teacher and will prove it with a document at the study department according to the instructions given in the Study Regulations. Otherwise, the absence may be considered unjustified. In the absence of 3 or more (unjustified) sessions, the student may be assessed by Fx.
Violation of academic ethics may result in the cancellation of the obtained points in the relevant evaluation item.
Slovak, Czech, English
1. Introductory meeting: presentation of topics and propositions, division into teams.
2. Topics of intercultural psychology: Population migration.
3. Topics of intercultural psychology: Terrorism - motives, consequences.
4. Perception of safety in the context of social perception. Perception of threat in the context of social interaction and influence (polarisation, radicalisation, extremism)
5. Topics of environmental psychology: Excessive shopping and pollution of the planet.
6. Topics of environmental psychology: Excessive tourism and pollution of the planet.
7. From digital overload to digital well-being: The ambiguity of digital media in relation to personal well-being.
8. The splendour and misery of authoritarian regimes: When and why do authoritarian modes of governance become attractive?
9. Critical evaluation of classical research in social psychology: Experimental methodology. Identity leadership, its role in the Standford Prison Experiment (SPE).
10. Critical Evaluation of Classical Research in Social Psychology: New Perspectives on Milgram's Obedience Experiments; Bystander Effect
11. Replicability in recent social psychology
12. Social communication and behavior in online environment
13. Antisocial behavior in online environment
The aim of the course is to present current topics in the field of social psychology and their interdisciplinary overlap. By completing the course students:
- will be able to reflect current development and research approaches in social psychology,
- will be able to critically reflect on classical research findings in the field of social psychology and argue about their methodological limits,
- will get acquainted with the current possibilities of methodological anchoring of socio-psychological research,
- will be able to interconnect knowledge of social psychology in a broader context,
- will be able to work independently in a team on a research project.
Hašto, 2005.Attacment: Towards the roots of love and anxiety. Trenčín, Pro Mente Sana Ltd,
Čavojová, V., Ballová Mikušková E., & Belovičová, Z. (Eds). (2011). Understanding mental states in the context of cognitive development. Bratislava: Institute of Experimental Psychology of the Slovak Academy of Sciences.
Thorová, K. (2015). Developmental psychology: transformations of the human psyche from conception to death. Prague: Portal.
Macek,P. (1998). Adolescence. Portál, Praha
Mesárošová, B.(2015). The influence of media on the psyche development of children and adolescents. Bratislava: Comenius University.
*Note: The citation format of the American Psychological Association (APA) was chosen because it is
it is the dominant international citation standard not only for the field of psychology but also for other social
and behavioral sciences. We consistently guide students from the beginning to write consistently according to
APA standards, not only in terms of citations but also in terms of text structure, formats of tables and graphs, and
other requirements. Foreign departments from Europe and the USA follow the same approach.
ABSENTIA: Student attendance is compulsory. Absence may be excused in
in unavoidable cases, but only if the student informs about his/her absence in advance, e.g.
If the student is absent, the absence must be made prior to the absence by e-mail. ASSESSMENT OF THE COURSE: 60 % of the student's grade is obtained during the semester, 40 % during the course of the semester, 40 % during the course of the course.
during the examination period in the form of a final test. Interim assessment.
the relevant developmental-psychological topics on the basis of which the students
in small groups (3-4) develop research projects, or each one individually
3 relevant studies on the selected topic. Their term papers - group projects or
individual studies - students will present at colloquia on the individual topics.
The defence of the theses and their submission are a condition for passing the course and admission to the final
The final examination.
Categories of continuous assessment:
A -fulfillment of all criteria for a quality research project (IMRAD) on the chosen topic (selection
participants, methods, meeting objectives, discussion, limits)
B -minor shortcomings in the implementation of the project
C - the project has not fulfilled some of the essential criteria
D - project without research implementation with minor shortcomings
E - project without research implementation with major shortcomings
FX- poor quality research project
Final evaluation scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Violation of academic ethics will result in the nullification of the points earned in the respective grade item.
Slovak language, English language
- Attachment - theoretical background, conceptual and structural components
- Types of attachment, institutional care and its relation to attachment
Neurobiological aspects of attachment
- Children's play and drawing, theories of play, non-classical conceptions of play in a dialectical perspective, developmental
aspects of drawing, its developmental specificities
- Theory of mind (ToM) - part of innate intuitions, theory of mind models
- Developmental aspect of ToM, methods of detecting the presence of ToM, comparative research with Sally -Ann test
- Impact of media on child and adolescent development, new developmental theory of media understanding and application, antisocial and prosocial effects of media, social networks and the influence of the internet as shaping factors the new digital generation.
- Viewing adolescence in the context of the impact of secular trends, identity in adolescence.
Developmental theories of adolescence. The importance of developmental roles, life events and life goals in
transitional periods of development, the concept of emerging adulthood.
- Coming to terms with one's own finitude - cultural aspect, developmental aspect
- How to communicate with children about death, Factors influencing fear of death, the dying process - Models.
60/40
Students acquire knowledge of current developmental phenomena and theories (e.g., theory of mind,
attachment theory, emerging adulthood theory) that expand the range of representative
developmental themes under the influence of secular trends and social-psychological factors (the effects of
social networks, youth crisis, midlife crisis).
In the course, students will gain up-to-date knowledge of the topics in question, which they will be able to apply to
designing/implementing a research project. They are able to relate the information to the knowledge of others
psychological disciplines - specifically with courses in the diagnosis of disorders in children and adults, or with clinical, counseling and school psychology - and thus understand the dynamics and driving forces within
typical and atypical development.
Some students will use the knowledge and experiences from the course as inspiration for writing their
thesis the following year.
Materials and articles from the teacher to individual topics.
Selected chapters:
Cicchetti, D. (2016). Developmental psychopathology, vol 1, 3rd. ed., John Wiley & Sons Inc.
Cicchetti, D. (2016). Developmental psychopathology, vol 2, 3rd. ed., John Wiley & Sons Inc.
* Note: We have chosen the American Psychological Association (APA) citation format since it goes the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, concern citations and text structure, table and graph formats, and other essentials. Foreign departments from Europe and the USA are also proceeding similarly.
The course evaluation consists of a continuous evaluation consisting of 70% and 30% final exams. Continuous assessment will take a knowledge test, elaboration of individual assignments (preparation for group work), and group work in class.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Violation of academic ethics will cancel the obtained points in the relevant evaluation item.
Articles on particular topics are in the English professional language.
1. Emotional regulation and psychopathology in children
2. Executive dysfunctions in children
3. Disrupted attachment
4. Regulatory disorders in young children - sleep, biorhythm, crying, elimination disorders
5. Eating disorders in young, school and adolescent age
6. Selected psychosomatic difficulties and pain in children
7. Anxiety disorders in children and adolescents
8. Affective disorders in children and adolescents
9. Neurotic disorders in children and adolescents
10. Behavioral disorders in children and adolescents
11. Trauma, stress and posttramatic disorders in children
12. Deprivation and institutional care
Students will acquire knowledge of the psychopathology of selected mental disorders and circumstances that occur in children and adolescents. The subject follows up on Psychopathology in Children and Adolescents, but its content captures a different area of difficulty. Students will be able to apply the acquired knowledge to specific case studies from practice. During the group work, students will learn and be able to analyze case studies from various theoretical backgrounds of developmental psychopathology.
Adelman, H.S., & Taylor, L. (2009). Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools. SAGE Publications,
Bear, G. G. (2010). School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior. Guilford Publications.
Brunner, J. M., & Lewis, D. K. (2008). Safe & Secure Schools: 27 Strategies for Prevention and Intervention. SAGE Publications. Durlak, J. A. (1995). School-Based Prevention Programs for Children and Adolescents. SAGE Publications.
Grapin, S. L., Kranzler, J. H. (2018). School Psychology: Professional Issues and Practices. Springer Publishing Company. Hulac, D., Terrell, J., Vining, O., & Bernstein, J. (2010). Behavioral Interventions in Schools: A Response-To-Intervention Guidebook. Taylor & Francis Group.
Kern, L., George, M. P., & Weist, M. D. (2015). Supporting Students with Emotional and Behavioral Problems: Prevention and Intervention Strategies. Brookes Publishing.
Peacock G. G., & Collett, B. R. (2009). Collaborative Home/School Interventions: Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems. Guilford Publications.
**all resources are available in electronic form through ProQuest database.
A-moPS-166 School Psychology
Course evaluation:
1/ Active participation on the partial assignments, activities and skills training.
2/ Designing a preventive and intervention strategy proposal for group work in the classroom, based on the assignment specifications. The proposal will be submitted in written form at the end of the semester.
Any disrespectful action toward academic ethics will result in annulation of points gained in any
part of course evaluation assignments.
Classification scale:
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak, English (reading comprehension)
1. Group prevention and intervention in the Slovak classrooms. Frequently used strategies
and preventive programs. .
2. Group dynamics, social relations in the classroom and their specifics in group intervention preparation process.
3. School climate and preventive strategies as a tool to detect and prevent misbehavior in the future. Prosocial behavior and empathy in the classroom.
4. Evidence-based approach in the realisation process within group supportive work in the classroom (RTI models).
5. Theoretical models, conceptions and their implications in the preparation for group work in the classroom.
6. Data collection and information gathering as a stage in the process of evidence-based intervention strategy planning. Antecedent variables, group processes in the classroom, and methods of their measurement.
7. Group work with a classroom and intervention strategy realisation; phase I. Evaluation of the process, possible complications and problem solving.
8. Intervention strategy realisation; phase II. Communication specifics in cooperation with children, teachers, parents. Teacher, classroom climate, and management.
9. Intervention strategy realisation; phase III. The importance of cooperation, reflection and flexible reactions within the intervention dynamics as a process.
10. The effect of intervention evaluation and monitoring of the outcomes, maintaining the contact with the group. Longterm individual child support following a group intervention.
11. Preventive programs implementation and design specifics in schools I: Career counselling and professional orientation.
12. Preventive programs implementation and design specifics in schools II: Social skills training and soft skills. Promoting empathy and prosocial behavior.
13. Preventive programs implementation and design specifics in schools III:: Digital literacy, online sharing, cyber bullying, social media, multitasking and cognitive overload.
100/0
The course is inspired by evidence-based practices in designing and evaluating group interventions in the school environment. The course will be based on active cooperation and will provide direct feedback on specific steps in designing and implementing related strategies. Students will be able to evaluate specific theoretical models/concepts in relation to their applicability in specific classroom conditions and to plan preventive strategies within school climate context and its specific characteristics. Students will gain a more complex understanding of specific problems related to the implementation of preventive programs, data collection, and evaluation of the effect of intervention in the school environment. They will be able to design a customized group preventive/ intervention strategy and will improve in specific social and professional skills, which are crucial for the realisation process in practice.
Feil, N., & de Klerk-Rubin, V. (2015). Validácia. Cesta ako porozumieť starým dezorientovaným ľuďom. OZ Terapeutika.
Janečková, H., & Vacková, M. (2009). Reminiscence. Portál.
Smitková, H. a kol. (2014). Kapitoly z poradenskej psychológie. Vydavateľstvo UK.
Špatenková, N. (2011). Reminiscenční terapie. Galén.
articles from the teacher on individual topics
* Note: We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
ABSENCES: A maximum of 2 absences are allowed, for which no confirmation is required. In case of a larger number of absences, the situation will be solved individually.
COURSE EVALUATION: 30% of the students evaluation is awarded during the semester (assignments to seminars and activity), 70% at the end of the examination period in the form of an oral examination.
Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics results in the cancellation of points earned in the relevant item evaluation.
Slovak language and english language
1. Specifics of a senior as a client of psychological counseling
2. Methods of working with autobiographical memory
3. Life story and narration
4. Reminiscence therapy
5. Validation according to Naomi Feil
6. Use of expressive therapies (music therapy, art therapy, drama therapy)
7. Lifestyle activation
8. Reality orientation
9. Basal stimulation and Snoezelen therapy
10. Cognitive training
11. Support group for seniors
12. Distance and community services
13. Communication with family and interdisciplinary team.
30/70
The student will master the basic theoretical approaches to working with seniors and understand the specifics of senior as a client of psychological counseling. Student will be informed about the whole spectrum of practical interventions that take into account the needs of the elderly. Will be able to use the basic skills needed for their implementation.
Izáková, Ľ. a kol. (2017). Závislosti (1. vyd.). Lundbeck Slovensko.
Kalina, K. (2013). Psychoterapeutické systémy a jejich uplatnění v adiktologii (1. vyd.). Grada.
Kalina, K. a kol. (2015). Klinická adiktologie (1. vyd.). Grada.
Nešpor, K. (2018). Návykové chování a závislost: Současné poznatky a perspektivy léčby (5. vyd.). Portál.
Note 1: Students will be acquainted with supplementary literature during the lessons.
Note 2: The American Psychological Association (APA) citation format was chosen because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistency writing according to APA standards, which concerns not only citations but also text structure, tables and graph formats and other essentials. Foreign departments from Europe and the USA are also proceeding in the same way
A maximum of 2 absences are allowed, for which it is not necessary to carry certificates. In case of a larger number of absences, the situation will be solved individually.
Course evaluation:
The student obtains 30% of the evaluation during the semester (participation and activity in seminars), 70% during the examination period in the form of a written examination.
Ongoing evaluation:
Participation in seminars and active participation in discussions and exercises during seminars. Max. 30 points.
Written exam:
The student will be admitted to the written exam only when the min. 15 points from the ongoing evaluation is reached. Passing the final test is a condition for passing the course.
With the final test, the student obtains points (max. 70), which are included in the overall evaluation. Only one date is reserved for the final test. Alternative date is possible only if the student justifies his / her non-participation in advance.
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59-0% Fx.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
1. Addiction as a disease and placement in classification systems, basic terminology
2. Common criteria and mechanisms of substance use disorders and addictive behaviors
3. Selected psychoactive substances and their addictological context
4. Addictive behaviors
5. Epidemiology of addictions
6. Etiology of addictions
7. Paradigms in addictology
8. Screening and diagnosis of addictions
9. Forms of prevention and treatment of addictions
10. Psychotherapeutic procedures in addiction treatment
11. Addictions and comorbid mental disorders
12. „Similar-to-addiction“ disorders (sex, work, shopping, eating)
13. Values and ethics in addictology
30/70
The student who completes the course will know the basic context of addictology practice and evidence-based procedures in the diagnosis and treatment of addictions. He / her will understand the factors leading to the development, maintenance, but also successful or unsuccessful treatment of addictions and will be able to participate in the diagnosis and treatment of patients with addiction under supervision.
Lectures from the course. Students will receive a research study for each class, a specific chapter or article in the course team, or textbooks available in the faculty library. * Note: We have chosen the American Psychological Association (APA) citation format since it goes the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, concern citations and text structure, table and graph formats, and other essentials. Foreign departments from Europe and the USA are also proceeding similarly.
The student is entitled to justified absences according to the study regulations.
- Continuous assessment - makes up 50% of marks. The student continuously works on individual
and group assignments, which will be specified at the beginning of the semester. When preparing assignments, emphasis is placed on applying knowledge, critical thinking, self-study, group work, and argumentation skills. The assignment case studies used elements of problem-based learning and worked with.
- Exam / final test - makes up 50% of the evaluation.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Violation of academic ethics results in canceling the obtained points in the relevant evaluation item.
Articles on particular topics are in the English professional language.
1. Introduction to developmental psychopathology 2. Etiology of the developmental disorders and research methodology of developmental psychopathology 3. Introduction to neurodevelopmental disorders. Global development disorder. 4. Disorders of the intellectual development 5. Disorders of communication skills - introduction, developmental language disorder 6. Disorders of communication skills - fluency disorders, disorder of social communication, developmenta language disorders, acquired speech disorders 7. Autism spectrum disorders 8. Specific learning disorders (SLD) - dyslexia 9. Specific learning disorders (SLD) - dysorthography, dyscalculia 10. ADHD 11. Motor disorders, tics, disorder with stereotyped movements 12. Pathopsychology - visual and hearing impairment 13. Selected neurological disorders in childhood
The student will acquire an overview of basic information about developmental psychopathology, the etiology of mental disorders in childhood, the clinical presentation of neurodevelopmental disorders, and attention paid separately to pathopsychology and developmental aspects. The course's emphasis is on understanding individual conditions in the developmental context. Through assignments, the student will have the opportunity to better combine theoretical knowledge with application in practice. Working with case reports will allow students to practice clinical thinking.
JANKELOVÁ Nadežda a kol. 2022. Manažment. Bratislava: Wolters Kluver. ISBN
978-80-7676-263-3. CAMM, Jeffrey D. a kol. 2022. An Introduction to Management Science:
Quantitative Approaches to Decision Making. ISBN 978-0-3577-1546-8. ANDERSON, Davi
R. a kol. 2018. An Introduction to Management Science: Quantitative Approach. New York:
Cengage Learning. ISBN 978-1-3374-0652-9. ZENTES, Joachim a kol. 2011. Strategic Retail
Strana: 2
Management. Berlin: Gabler. 978-3-8349-2536
In order to receive credit as a final course grade, the student must complete 4 case
case studies during the semester for a maximum of 10 points each. Attendance of students at the seminars is compulsory. Absence from seminars may be excused for serious personal or medical reasons, but not more than 2 hours. Violation of academic ethics will result in the cancellation of the points earned in the respective grade item.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
1. Introduction to business management.
2. External and internal diagnostics of the enterprise: a case study
3. Strategic management and global corporate strategies: a case study
4. Enterprise organisation: a case study.
5. Business models in a selected industry
6. Manager's personality: a case study
7. Managing a selected sector: a case study
8. Managing staff and management styles: a case study on a selected type of business department
9. Communication skills of a manager: a case study
10. Recruitment and selection of employees: a case study
11. Characteristics of sales personnel of manufacturing enterprises and their characteristics
12. Setting objectives for employees: a case study
13. Employee appraisal and performance: a case study
100/0
The student after completing the course on the basis of theoretical knowledge and case studies is
is able to identify general principles and principles of management used in the context of corporate
practice
Casey, P. & Kelly, B. (2007). Fish’s Clinical Psychopathology: Signs and Symptoms in Psychiatry (3rd edition). RCPsych Publications.
Comer, R. J., & Comer, J. S. (2017). Abnormal Psychology (Tenth edition). Worth Publishers. – vhodné sú aj staršie vydania.
Heretik, A., Heretik, A., (2016). Klinická psychológia (2. preprac. a rozš. vyd). Psychoprof.
Kolibáš, E., Čaplová, T., Kořínková, V., Vajdičková, K., & Žucha, I. (1997). Všeobecná psychiatria. Univerzita Komenského.
Note: The American Psychological Association (APA) citation format was chosen because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistency writing according to APA standards, which concerns not only citations but also text structure, tables and graph formats and other essentials. Foreign departments from Europe and the USA are also proceeding in the same way.
ABSENCES: A maximum of 2 absences are allowed, for which it is not necessary to carry certificates. In case of a larger number of absences, the situation will be solved individually.
COURSE EVALUATION: 30% of the evaluation is given to the student during the semester (assignments at seminars and activity), 70% during the examination period in the form of an oral examination.
Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, to complete the course, it is also necessary to read articles that will be in English.
1. Psychopathology as an interdisciplinary field
2. Descriptive psychopathology - disorders of individual psychological functions
3. Classification systems - ICD 10/11 and DSM-5
4. Psychometric approaches - HiTOP and neuroscience approaches - RDoC
5. Comorbidity of mental disorders - models and significance for clinical practice
6. Mild cognitive impairment and dementia syndrome in neurodegenerative diseases
7. Schizophrenia and psychotic disorders
8. Affective disorders
9. Anxiety and stress disorders
10. Behavioral disorders in adulthood - eating disorders, self-harm, suicidality.
11. Addictions
12. Personality disorders
30/70
The student should be able to describe the main psychopathological syndromes occurring across the diagnostic categories of disorders contained in current classification systems. He should be able to understand and explain the differences between traditional approaches based on the principles of descriptive psychopathology and modern psychometric or neurobiologically oriented approaches. After completing the course, the student should be able to identify the most common clinical symptoms and syndromes that may be encountered in clinical practice. At the same time, he should know the most important current knowledge about etiology, pathophysiology, epidemiology, gain an overview of the basic treatment options for the most common mental disorders in adulthood.
Hill, C. E. (2020). Helping Skills Facilitating Exploration, Insight and Action. American Psychological Association.
Hill, C. E., & Norcross, J. C. (2023). Psychotherapy Skills and Methods That Work. Oxford University Press.
Active participation in classes - expressing opinions, attitudes, participation in interactive methods - 50%
Written final reflection on the teaching process - 50%
Participation of students in seminars is compulsory. Absence from the seminars may be excused for serious personal or health reasons, but for a maximum of 2 lessons.
Violation of academic ethics will result in the nullification of the points earned in the respective grade item.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Slovak, Czech, Slovak
Experiential exercises aimed at practicing basic counselling skills
Self-experience with selected methods from different counselling and psychotherapeutic directions
Specifics of working with a client at different stages of the counselling process
100/0
The aim of the training is to be able to apply basic counselling skills in counselling with clients.
Chmiel. N., Fraccaroli, F., Sverke, M. (2017). An Introduction to Work and Organizational Psychology. An Internationale Perspective (3th ed.). Wiley Blackwell.
Spector, P., E. (2011): Industrial & Organizational Psychology. Reasearch & Practice (6th ed.). Wiley.
Wagnerová I. a kol.: Psychologie práce a organizace (nové poznatky), Grada, 2011.
Rošková, E., Schraggeová, M. (2020). Psychologické väzby v práci. Univerzita Komenského v Bratislave, 2020.
Continuously recommended professional and scientific publications in domestic and foreign sources.
We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
The assessment of the course consists of an interim and a final assessment.
The interim assessment includes:
Completion of an assignment (individual/group), for which 20 points can be obtained. Topics and deadlines for assignments will be specified at the beginning of the semester.
A midterm test during the semester for which 20 points may be earned.
The final assessment in the examination period will take the form of a test for which 60 points may be obtained. A score of 60% of the total points is required to pass this test.
Grading Scale:
A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Active participation of students in class is mandatory and is a prerequisite for passing the course. Absence may be excused for serious personal or medical reasons. However, a maximum of 20% of the course is required.
The weight of the midterm/final evaluation is 40/60.
Slovak, English
1. Transformation of work and organizations: trends (digitalization, automation, hybrid work) and their psychological implications.
2. Digital strain, work–life boundaries, and regulation strategies at both individual and organizational levels.
3. Recruitment and selection: How to attract and select the best job candidates.
4. From contract to trust: Psychological aspects of establishing the employment relationship.
5. Job crafting: Its relationship with motivation, performance, and well-being.
6. Organizational justice and organizational transparency.
7. Training and development as a tool for employee growth and retention.
8. Work attitudes: The psychological background of our relationship to work.
9. Workplace well-being and corporate psychological counseling.
10. Psychology of leadership: Leadership in the contemporary context.
11. DEI – diversity, equity, and inclusion in the workplace and their impact on performance and well-being.
40/60
After completing the course, the student will understand the key psychological aspects of managing people in contemporary organizations in the context of digitalization and the transformation of work. They will acquire knowledge of recruitment and selection, the establishment of the employment relationship, work attitudes, motivation, well-being, and leadership. The student will be able to identify and analyze factors influencing employee behavior and performance (including digital strain and work–life balance) and apply personnel psychology knowledge in designing practical solutions in organizational settings.
Čírtková, L. (1998). Kriminální psychologie. Praha: Eurounion.
Heretik, A. (2019). Forenzná psychológia. Bratislava: Albatros/Lindeni, 4. preprac. vyd.
Heretik, A. (2012). Extrémna agresia I. Forenzná psychológia vraždy. Nové Zámky: Psychoprof, 2.vyd,
Kubík, O. (2012). Investigatívna psychológia, Bratislava: Eurokódex.
*We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
Final test 100%
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59-0% Fx.
Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Slovak
1. Systematics and subject of forensic psychology
2. Legal aspects of forensic-psychological practice
3. Psychological determinants of social failure I- Global functions and cognitive abilities
4. Psychological determinants of social failure II. Personality and behavior motivation
5. Ontogenetic aspects in forensic psychology
6. Forensically significant mental disorders I. Psychoreactive states and personality disorders
7. Forensically significant mental disorders II. Psychosis and organic CNS damage
8. Forensic aggression
9. Victimology
10. Forensic-psychological penology
11. Forensic psychology of organized crime
12. Psychological issues of prognosis and prevention
0/100
The graduate should know basic information about application areas, tasks and methods of forensic psychology. He should understand the relationship of mental detereminants and mental disorders to social failure and crime. After completing the prescribed internship and postgraduate education, he should be able to act as a forensic expert resp. penitentiary care worker.
Hajdúk, M. (2020). Metodológia a dizajny výskumu v klinickej psychológii (1st ed.). Univerzita Komenského v Bratislave.
Kazdin, A. E. (2002). Research Design in Clinical Psychology (4 edition). Pearson. Shaughnessy, J. J., Zechmeister, & Zechmeister. (2012). Research methods in psychology. McGraw-Hill.
We chose the American Psychological Association (APA) citation format because it is dominant within international citing standards not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to writing according to APA standards, which concerns not only citations but also the text structure, table and graph formats and other requirements. Foreign departments in Europe and the USA proceed in the same way.
Course requirements:
Absence: Students are required to attend classes. Absence may be justified for serious personal or medical reasons, up to a maximum of 2 hours. Absence can only be justified if the student informs about his / her absence in advance, e.g., via mail. Absence cannot be replaced by another task.
ASSESSMENT OF THE COURSE: Ongoing, consisting of three parts: activities (20% - in the form of 2-3 small assignments such as text evaluation, data extraction from meta-analyses, etc.), research project (40%) and written test (40%). The test does not have a correction deadline. An alternative date for the text evaluation and the final test is only possible if the student justifies/excuses his/her absence from the regular deadline in advance by stating that there are serious reasons.
Grading Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
The violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak; English for scientific papers reading
Class syllabus:
1. Evidence-based psychology
2. Science and scientific method, scientific hypothesis and its testing
3. Effect size
4. Reliability, measurement error and validity
5. Participant selection and sample size planning
6. Observational studies
7. Experimental research
8. Intensive study of single case
9. Systematic reviews and meta-analyzes
10. Ethical issues in research
11. Replication crisis and open science initiative
12. Online research
100/0
The student will be able to distinguish the weight of evidence based on different designs of empirical research. They will know the basic advantages and disadvantages of correlation, longitudinal and experimental research. They will understand the concept of reliability and validity according to the current standards for pedagogical and psychological testing. They will also be able to interpret the basic measures of substantive significance. Upon successful completion of the course, they will be able to independently implement simple research projects, from the planning phase to data collection and interpretation. At the same time, they will acquire basic skills in critical analysis of research studies.
Koukolík, F. 2012 Lidský mozek. Galén.
Kulišťák, P. 2011 Neuropsychologie Portál.
Lezak, M.D., Howieson, D.B., Bigler, E.D., Tranel, D., 2012. Neuropsychological Assessment. Oxford University Press.
Preiss, M., Kučerová, H., 2006. Neuropsychologie v psychiatrii. Grada Publishing a.s. Preiss, M., Kučerová, H., 2006. Neuropsychologie v neurologii. Grada Publishing a.s.
*Note: We have chosen the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology, but also for other social and behavioral sciences. From the beginning, we consistently guide students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA also follow the same procedure
ABSENCES: A maximum of 2 absences are allowed. If there are more than 2 absences, the situation will be resolved individually.
SUBJECT ASSESSMENT: 20% of the student's grade is earned during the semester (seminar assignments and activity), 30% by writing a report, 50% by writing a written test in the credit week.
For the report, the student receives a case with a pre-prepared case history + test results, and is tasked with writing a short report according to the structure (history, examination, results, interpretation, recommendations).
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics results in the annulment of points earned in the relevant assessment item. Violation of academic ethics results in the annulment of points earned in the relevant assessment item.
To complete the course, it will be necessary to read some texts in English.
1. Cognitive functions, cognitive disorder and approaches to its identification
2. Methodological aspects of neuropsychological diagnostic
3. Overview of neuropsychological methods and the NEUROPSY project
4. Attention and executive function disorders
5. Memory disorders – differential diagnosis
6. Cognitive disorders in older age – MCI and dementia syndrome
7. Neuropsychology of affective disorders
8. Neuropsychology of schizophrenia and psychotic disorders
9. Diagnostic examination, compilation of content, interpretation of results, findings and recommendations
10. Selected neuropsychological methods – practical – I
11. Selected neuropsychological methods – practical – II
12. Creation of a case report
100/0
The course is designed as theoretical-practical, and the student should be able to describe the basic knowledge about the principles of compiling a neuropsychological examination about the purpose, master the approaches to identifying cognitive deficit, know the specifics of its clinical manifestation in selected psychiatric and neurological disorders. After graduation, he will be able to apply adequate methods of neuropsychological diagnostics to examine the target cognitive function and cognitive disorder in selected types of psychiatric and neurological diseases. At the same time, he should acquire the skills necessary to formulate a clinical neuropsychological finding, including adequate communication of the examination results to the patient.
Koukolík, F. 2012 Lidský mozek. Galén.
Kulišťák, P. 2011 Neuropsychologie Portál.
Lezak, M.D., Howieson, D.B., Bigler, E.D., Tranel, D., 2012. Neuropsychological Assessment. Oxford University Press.
Preiss, M., Kučerová, H., 2006. Neuropsychologie v psychiatrii. Grada Publishing a.s. Preiss, M., Kučerová, H., 2006. Neuropsychologie v neurologii. Grada Publishing a.s.
*Note: We have chosen the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology, but also for other social and behavioral sciences. From the beginning, we consistently guide students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA also follow the same procedure
ABSENCES: A maximum of 2 absences are allowed. If there are more than 2 absences, the situation will be resolved individually.
SUBJECT ASSESSMENT: 20% of the student's grade is earned during the semester (seminar assignments and activity), 30% by writing a report, 50% by writing a written test in the credit week.
For the report, the student receives a case with a pre-prepared case history + test results, and is tasked with writing a short report according to the structure (history, examination, results, interpretation, recommendations).
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics results in the annulment of points earned in the relevant assessment item. Violation of academic ethics results in the annulment of points earned in the relevant assessment item.
To complete the course, it will be necessary to read some texts in English.
1. Cognitive functions, cognitive disorder and approaches to its identification
2. Methodological aspects of neuropsychological diagnostic
3. Overview of neuropsychological methods and the NEUROPSY project
4. Attention and executive function disorders
5. Memory disorders – differential diagnosis
6. Cognitive disorders in older age – MCI and dementia syndrome
7. Neuropsychology of affective disorders
8. Neuropsychology of schizophrenia and psychotic disorders
9. Diagnostic examination, compilation of content, interpretation of results, findings and recommendations
10. Selected neuropsychological methods – practical – I
11. Selected neuropsychological methods – practical – II
12. Creation of a case report
100/0
The course is designed as theoretical-practical, and the student should be able to describe the basic knowledge about the principles of compiling a neuropsychological examination about the purpose, master the approaches to identifying cognitive deficit, know the specifics of its clinical manifestation in selected psychiatric and neurological disorders. After graduation, he will be able to apply adequate methods of neuropsychological diagnostics to examine the target cognitive function and cognitive disorder in selected types of psychiatric and neurological diseases. At the same time, he should acquire the skills necessary to formulate a clinical neuropsychological finding, including adequate communication of the examination results to the patient.
1. Batthyány, A. (Ed.). (2016). Logotherapy and Existential Analysis. Springer.
2. Batthyány, A., & Russo-Netzer, P. (Eds.). (2014). Meaning in Positive and Existential Psychology. Springer.
3. Dezelic, M. S., & Ghanoum, G. (2015). Meaning-Centered Therapy Manual: Logotherapy & Existential Analysis Brief Therapy Protocol for Group & Individual Sessions. Presence Press International.
4. Frankl, V. (2007). Man's Search for Meaning. An Introduction to Logotherapy. Beacon Press.
5. Frankl V. (2019). The Doctor and the Soul. From Psychotherapy to Logotherapy.
Vintage Books.
6. Kosová, M. a kol. (2014). Logoterapie: Existenciální analýza jako hledání cest. Grada.
7. Lukasová, E. (2020). Logotherapy Principles and Methods. Elisabeth-Lukas-Archiv.
8. Russo-Netzer, P., Schulenberg, S. E. & Batthyány, A. (Eds.). (2016). Clinical Perspectives on Meaning. Springer.
9. Shantall, T., (2020). The Life-changing Impact of Viktor Frankl’s Logotherapy. Springer.
Continuous assessment consists of:
1. activity in lectures,
2. written personal reflection of Frankl's book Man's Search for Meaning,
3. presentation of selected topics from logotherapy and existential analysis at seminars.
Deadline for submitting written assignment is 10th session of semester.
Presentation date is assigned to students in the 1st session of semester.
Presence during lectures and seminars is mandatory. Absence is allowed under reasonable circumstances defined in The Study Order of The Faculty and is subject to justification.
Slovak, English
- 10 Theses About the Person,
- Logo-test,
- Logotherapy and it's place in psychotherapy,
- central terms of Logotherapy,
- dimensions of human,
- meaning of life,
- values in Logotherapy,
- diagnostics in Logotherapy,
- research in Logotherapy,
- meaning in different psychological concepts.
The course's content provides a basic overview of Logotherapy as a psychotherapeutic method and a philosophical basis applicable in professional practice and in life situations, too. Part of the course is self-diagnosis of perceived meaningfulness in life by using psychodiagnostic tools.
Recommended literature:
Henderson, P., Holloway, J., Millar, A. (2014). Practical Supervision. How to Become a
Supervisor for the Helping Professions. Jessica Kingsley, London and Philadelphia
Note: citation format APA (American Psychological Association) was chosen because it is the dominant international standard for the psychological field of study as well as other social and behavioural sciences.
Students are diligently lead to fulfil the standard of writing according to the APA, which concerns not only the citations but also the structure of the paper, table and graph formats and other aspects. Same as is common in other departments in Europe and USA.
Course requirements:
Students complete 125 hours of practis (placement activities) at training place of employment (placement) of the Department of Psychology under supervision of mentor- psychologist. Consequently they will continue in analysis of their experience at the Department under supervision of tutor – university teacher in the extent of 25 hours.
Continously at the placement – active participation at psychological practise, fulfillment of entrusted tasks – 60%
Final evaluation: summarisation of practical knowledge, elaboration of case study under supervision of university teacher – 40%: Summarization of knowledge from practice, elaboration of a case study and elaboration of a psychological examination in a format which corresponds to the relevant specialization in the practice of a psychologist (especially, but not only in the field of clinical, school, counseling, work psychology).
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Syllabus:
In the counselling psychology field students:
- will become acquainted with systems of counselling facilities, school support teams, third sector and non-governmental organisations where counselling psychologists are employed
- will participate, assist, under supervision of counsellor administrate and evaluate basic psychodiagnostic methods, will participate in group examinations and preventative activities, stimulating programs, programs of proffesional orientation and other professional activities in accordance with work ethics
- will learn about interdisciplinary functionning of counseling facilities.
In the organisational psychology field students:
- will learn about functionning of organisation and with tasks and responsibilties of psychologist
- get acquainted with processes, psychologist in organisation can take a share
- get acquainted and test psychological instruments used in organisational practis
In the clinical psychology field students:
- get acquainted with functioning of clinical psychologist in health system and became involved in it
- will test delivery basic psychodiagnostic, process of creation of diagnosis, formulation of findings, basic psychotherapy
- get aquainted with the role of clinical psychologist in interdisicplinary collaboration
In the educational psychology field students:
- get acquainted with the activities of school psychologists in a school or school facility
- will participate in group activities primarily of a preventive but also an intervention nature, and also in individual work or consultations with students, teachers and parents
- will perform an indicative diagnosis
- get acquainted with the basic documentation in the work of a school psychologist as well as the functioning of the school psychologist within the wider systemget
In the research field students:
- get acquainted with the basics of research in the context of the workplace in which they practice
- will participate in the preparatory work of the research task, data collection, evaluation, or reporting the results of workplace research
- acquire or practice new abilities and skills important for the analysis of research results
- get acquainted with the procedures related to the preparation of research projects and their implementation.
Students will acquire specific skills according relevant specialisation, demonstrate acquirement application knowledge a will be capable to conceptualise it into a case study according types of their placement.
Mandatory:
American Psychological Association (2020). Publication Manual of the American Psychological
Association. Seventh edition. (2020). APA, Washington, DC.
Staroňová K. (2011). Vedecké písanie. Ako písať akademické a vedecké texty. Osveta, Bratislava.
Optional:
Beins, B.C., Beins, A.M. (2013). Effective writing in psychology. Wiley-Blackwell.
Carson, S.H. et al. (2012). Writing for psychology. A guide for psychology concentrators.
Harvard College.
Note: We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioural sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. International departments from Europe and the USA are also using this format.
Absences can be excused in unavoidable situations. The student is required to inform the tutor about absences in advance. The student will receive grade FX if not attending at least 85% of classes. Absences cannot be substituted by an alternative assignment.
The course is evaluated by tutor of diploma thesis. The student will send a complete thesis manuscript, including all formal and content requirements, to the tutor at least 14 days before the submission due date.
If empirical research, or part of it, is to be part of the thesis, approval by the departmental Ethics Committee is required.
Evaluation scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Slovak and English
Scheduling the preparation and realisation of the thesis, identifying the steps necessary for a successful completion of the course.
Formulating the research problem and identifying the goals of the thesis.
Working with scientific literature, including research, analysing texts identifying the core elements of the scientific articles structure IMRaD.
Writing abstract and picking relevant keywords.
What should introduction include.
Describing research methodology and methods in thesis.
Requirements of a research proposal.
Describing the research findings – results, discussion, and conclusion. This includes choosing an adequate structure of the results description, selecting relevant visual tools (tables and figures), and presenting the results of the statistical analysis and conlcusions.
Efficiently phrase the thesis discussion.
Editing citations and bibliography according to American Psychological Association standards (APA standards)
100/0
The course goal is to teach students the process of producing a graduate thesis in an adequate professional manner. The thesis reflects the education of the student throughout the master’s degree study of psychology as well as show an adequate level of studying the problem that relates to the master’s thesis topic.
After completing the course, the student will be able to clearly formulate theoretical background of the thesis including the research problem description and articulate the aim of the research.
The student will understand and be able to discuss the methodological questions related to his research.
The student will be able to conduct the practical part of the research and analyse the results.
The student will be able to individually discuss and evaluate the benefits of his research.
The student will develop skills in working with scientific literature, including the identification of the scientific resources, elementary evaluation of the quality of the scientific articles and monographs or other scientific resources, and identification of methodological and thematic limitations of the studied scientific literature. At the same time, he is trying to plan the research activities in a way that he manages to simultaneously complete all other steps required for the completion of the final version of the thesis. The course aims to stimulate student’s critical thinking and teach the student to support his thoughts with arguments and to get ready for the thesis defence through individual consultations with the tutor. Violations of academic ethical principles will result in annulation of the acquired points in the related item of assessment.
Praško, J. & Prašková, H. (1996). Asertivitou proti stresu. Grada.
Praško, J., Možný, P., Šlepecký, M. a kol. (2007). Kognitivně behaviorální terapie psychických poruch. Triton.
Praško, J., Vyskočilová, J., & Prašková, J. (2008). Úzkost a obavy jak je překonat. (2nd ed.). Portál.
Pešek, R., Praško, J., & Štípek, P. (2013) Kognitivně behaviorální terapie v praxi pro terapeuty, studenty a poučené laiky. Portál.
Šlepecký, M., Praško, J., Kotianová, A., & Vyskočilová J. (2018) Třetí vlna v kognitivně-behaviorální terapii nové směry. Portál.
Note: We chose the American Psychological Association (APA) citation format because it is the dominant international citation standard not only for the field of psychology but also other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also text structure, table and graph formats, and other essentials. Foreign departments from Europe and the USA are also proceeding in the same way.
Continuous assessment during the teaching part consisting of assessment of the submitted reflection and continuous assignments specified by the teacher at the beginning of the course (100%).
Classification scale:
100-92% - A; 91-84% - B; 83-76% - C; 75-68% - D; 67-60% - E; <60% - FX
Students' participation in classes is mandatory. Absence may be justified in unavoidable cases
cases if the student informs about his / her absence in advance, e.g. mail. If the student does not attend min. 85% of the classes, they will be assessed by FX.
Violation of academic ethics results in the cancellation of earned points in the relevant item
evaluation.
1. Basic principles of CBT approach.
2. Historical cross-section of the KBT approach and main theoretical concepts.
3. Vicious circle in CBT (thoughts, emotions, bodily feelings, behavior).
4. Problem formulation in CBT. Behavioral impact assessment
5. Anxiety. Basic methods in working with anxiety.
6. Depression. Client activation, activity planning.
7. Cognitive restructuring.
8. Communication skills training. Assertiveness.
9. Behavioral experiments.
10. The third wave of CBT. Mindfulness approaches.
11. Introduction to schematherapy, modes. Experiential work with modes
12. Course reflection.
100/0
The course provides students with basic information about the cognitive behavioral approach in
psychotherapy (CBT). After completing the course, the student should know the basic procedures
KBT approach, understand the theoretical basis of each method, and be able to use it
CBT approach to conceptualize situations from one's own life.
Evans, J. (2009) Online Counselling and Guidance Skills. A Practical Resource for Trainees and Practitioners. Sage Publications.
Jones, G. & Stokes, A. (2009) Online Counselling. A Handbook for Practitioners. Palgrave Macmillan.
Kraus, R. & Zack, J., G. Stricker, G., Speyer, C. (2004) Online Counseling. A Handbook for Mental Health Professionals. Elsevier Science.
Williamson, J.N. & Williamson, D. G. (ed.) (2021) Distance Counseling and Supervision. Wiley.
Ongoing evaluation 50%, trial period 50%
1.) group ongoing evaluation
2.) final paper presented as colloquium exam
Full participation in classes is mandatory. Absence may be excused for serious personal or health condition reasons, up to a
maximum of 2 hours. Successfully completed colloquium exam and submitting a written paper is a condition for completing the course. During field work, an active and responsible approach and adherence to the ethical principles of psychological work are required. If the student does not complete min. 85% of the classes will be assessed by FX. Absences cannot be replaced by any other tasks.
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Introduction into distance/online counseling
Technologies, social media - assessment
Legislation, ethical standards
Specifics of online space
Competence, anonymity, security
Informend consent in distance couseling
Expertise of a psychologist in an online environment
Asynchronous forms of distance counseling
E-mail counseling, chat
Principles, methods and process
Forms of help, types of clients
Distance supervision
50/50
The course creates conditions for experiential education, the aim of the course is to provide and develop student´s knowledge and skills in distance counseling and supervision.
Students will be able to apply basic knowledge in the field of distance psychological counseling, they will understand the specifics of professional work and ethics in the online space. They will be able to assist in the activities of e-mail psychological counseling under supervision of an experienced professional.
Active participation in experiential work during seminars + term paper/reflection.
Prerequisites:
Student participation in class is mandatory. Absence may be excused for serious personal or medical reasons. However, a maximum of up to 30% of the class is required. Students must notify the instructor in advance by e-mail. If a student fails to attend a minimum of 70% of the class, he/she will be evaluated by FX
Active participation in the experiential activities during the seminars and submission of a term paper/reflection of appropriate quality are prerequisites for passing the course. Information regarding the term paper will be specified at the beginning of the teaching part of the semester.
Course grade:
100% continuous - active participation in experiential work during seminars, term paper/reflection.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59.-0% Fx.
Violation of academic ethics will result in the nullification of the points earned in the appropriate grade item.
Slovak, Czech
1. Theoretical background of POP
2. Basic elements of POP
3. Process structure
4. Working at the boundary in different channels
5. Working with bodily symptoms
6. POP approach to life history
7. Working with dreams in POP
8. Relational work
9. Group process and working with global issues
10. Inner work and POP meditation
11. Different indications of POP methods
12. Conclusion, summary
100/0
The course provides students with a professional overview of the specialty with the opportunity to connect to other applied psychological findings. Through experiential learning, students gain an overview of the basic premises and methods of process-oriented psychology. They will be familiar with the basic theoretical underpinnings and elements of POP. They will understand and be able to indicate different methods and ways of working in POP.
Máthé, R. (2009). Vyzývacie charakteristiky Rorschachových tabuliek. In: Telerovský, R., Čermák, I. (Eds.). Rorschach a projektivní metody 7/2009: Ženatý, J., Máthé, R.: Projektivní významy Rorschachových tabulí. Česká společnost pro Rorschacha a projektivní metody, Psychoprof, Praha, Nové Zámky.
Máthé, R.: Prednášky k predmetu.
Říčan, P. a spol. (1981). Úvod do Rorschachovy metody. Psychodig. a didakt. testy, Bratislava.
Clinical psychology, Psychology of personality, Psychopathology, Psychodiagnostics
Students' participation in classes is mandatory. Absence may be justified for serious personal or medical reasons. The condition for passing is a written exam. 40 points can be obtained for a 20-item test. Classification scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English, Hungarian.
History of projective techniques,
Development of Rortschach method
The theoretical basis of the Rorschach method,
Instruction,
Administration,
Processing of the obtained protocol
ROR interpretation
0/100
Ability to administer the Rorschach´s method, conduct inquiries, sign recorded answers (apperception, determinants, contents, usual or original answers), quantitative processing of the protocol. interpretation of the results obtained. Control of the call characteristics of individual tables.
Recources to study:
Benedict, H. (2003). To není vaše vina. Jak se vyrovnat se sexuálním napadením.
Fromm, E. (1966). Umění milovat. Orbis (a novšie vydania)
Gjuričová, Š, Kubička, J. (2009). Rodinná terapie. Systemické a narativní pŕístupy. Grada
Holá, B. (2010). Psychoterapie mezi kulturami. In: Z. Vybíral, J. Roubal (Eds): Současná psychoterapie. Portál, str. 613.-622.
Kiczková, Z., Szapuová, M. (eds) (2011). Rodové štúdiá. Vydavateľstvo UK.
Ondrušek, D. (2014). Psychologické poradenstvo v práci s menšinami a psychologické poradenstvo v multikultúrnom poradenstve. In: H. Smitková (Ed) a kol.: Kapitoly z poradenskej psychológie. Vydavateľstvo UK. str. 198.-211.
Marková, D. (ed). Sexuality. Zborníky vedeckých príspevkov konferencií – rôzni vydavatelia, 2008 – 2017.
pinktherapy.com
Rothschild, B. : Pamäť tela. Psychofyziológia a liečenie traumy. Pro Familia, 2007.
Rothschild, B. : Pamäť tela. Kniha kazuistík. Pro Familia, 2011.
Sternberg, R.J. (1986). A triangular theory of love. Psychological review, 93 (2), 119.
Vodáčková, D. a kol: Krízová intervence. Portál, 2002. http://www.gender.gov.sk/?page_id=927
Zampas a kol. (2011). Vypočítaná nespravodlivosť. Zlyhávanie Slovenskej republiky v zabezpečovaní prístupu k antikoncepčným prostriedkom. Center for Reproductive Rights (New York), Možnosť voľby, Občan, demokracia a zodpovednosť http://odz.sk/vypocitana-nespravodlivost-zlyhavanie-slovenskej-republiky-v-zabezpecovanipristupu-k-antikoncepcnym-prostriedkom/
Upon successful completion of this course, students:
Attendance of students is mandatory.
Absence may be justified for serious personal or medical reasons, however a maximum of 2 hours.
Grading criteria
Elaboration of the topic and presentation, Active participation in classes 70%
Final written reflection 30%
Classification scale:
A - 92-100
B - 82-91
C - 72-81
D - 62-71
E - 52- 61
FX - under 61%
Specifics of couple counseling situations, basic types of interventions. Attractiveness - physical, psychological; theories of love, monogamy, polyamory; marriage, cohabitation; LGBT couples, couple and communication; conflict solving; divorce/separation; gender related violence; asexuality, BDSM; relationship and dating through applications, other technological influences - facebook, relationships via Internet, relationship with someone from another culture
70/30
After completing the course, students will have a broad overview of various aspects of couple life, they will understand the basic aspects of couple dynamics and be able to apply them to understand the problems and processes in couple / marriage counseling.
Máthé, R. (2016). Psychologická sexuológia. In: Heretik, Heretik a kol. Klinická psychológia. Psychoprof, Nové Zámky.
Máthé, R. (2011). Etika v psychologické sexuologii. In: Weiss, P. & a kol.: Etické otázky v psychologii. Praha: Portal.
Weiss, P. a kol. (2010): Sexuologie, Grada Praha
Weiss, P.: Poruchy sexuální preference. Galén 2017
Sexuológia/Sexology - Časopis Slovenskej sexuologickej spoločnosti SLS
*Pozn.: Citačný formát Americkej psychologickej Asociácie (APA) sme zvolili z dôvodu, že ide o dominantný medzinárodný citačný štandard nielen pre oblasť psychológie ale aj iné sociálne a behaviorálne vedy. Študentov od začiatku dôsledne vedieme k dôslednému písaniu podľa štandardov APA, čo sa týka nielen citácií ale aj štruktúry textu, formátov tabuliek a grafov a ďalších náležitostí. Rovnako postupujú aj zahraničné katedry z Európy a USA.
Students' participation in classes is mandatory. Absence may be justified for serious personal or medical reasons. The condition for passing is a written exam. 40 points can be obtained for a 20-item test. Classification scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
1. From the history of sexology,
2. Medical and psychological sexology,
3. Eesearch strategies in recognizing human sexuality,
4. Determinants of sexual behavior,
5. Sexual roles - their formation,
6. The regularity of psychosexual development,
7. Partnerships,
8. Gender differences in sexual reactivity,
9. The issue of information in relation to sexuality,
10. Sexuality of the somatically and mentally ill,
11. Pornography and prostitution,
12. Sex education.
0/100
The student will gain knowledge and understand the basic concepts of psychological sexology in relation to medical sexology. He will be able to take an erudite approach to solving problem areas in the field of sexology, which appear in relation to sexual behavior in practice.
Kaplan, R. M., Sallis, J. F. & Patterson, T. L. (1996). Zdravie a správanie človeka. SPN
Kondáš, O., Kratochvíl, S. & Syřišťová, E. (1985). Psychoterapia a reedukácia. Osveta.
Baštecký, J. a kol. (1993). Psychosomatická medicína. Grada Avicenum.
Kubler-Rossová, E. (1994). Otázky a odpovědi o smrti a umírání. Arica.
De Hennezel, M. 1997. Smrt zblízka. Praha, 1997.
Simonton, O. C. (1994). Návrat ke zdraví. Radost.
Siefel, B. C. (1994). Láska, medicína a zázraky. Radost.
*Note: We chose the American Psychological Association (APA) citation format because it is dominant within international citing standards not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to writing according to APA standards, which concerns not only citations but also the text structure, table and graph formats and other requirements. Foreign departments in Europe and the USA proceed in the same way
Students are required to attend classes. Absence may be justified for serious personal or medical reasons, up to a maximum of 30% of a class. Students announce their absence in advance by e-mail to the lecturer. If the student does not complete min. 70% of the course, he / she will be evaluated by FX mark. Requirements for the successful completion of the course include active participation in seminars and achieving at least 60% in the final test at the end of the course.
COURSE EVALUATION:
100% interim evaluation – active participation in seminars, final test at the end of the course.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
The violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
1. Basic theories and approaches in PSBM. Psychodiagnostic procedures in PSBM. Psychotherapeutic and interventional procedures in PSBM
2. Doctor-patient communication.
3. Stress - resilience, risk and protective factors of health. Coping, hardiness, salutogenesis, alexityuria, bum-out concept.
4. Cardiovascular diseases from the PSBM aspect. Psychological aspects of heart transplantation.
5. GIT diseases, respiratory diseases, pain, psychoimmunology and psychosomatics.
6. Psychological aspects of overweight and eating disorders.
7. Psychoneuroendocrinology of the menstrual cycle, premenstrual syndrome, menstrual disorders. Menopause (psychophysiology of the menopause, CNS dysfunctions, menopause syndrome, therapy).
8. Somatic diseases of the female genital system - psychological aspects. Psychosomatic aspects of fertility regulation (contraception, sterilization, abortion). Psychogenic pelvic problems. Pregnancy, childbirth, puerperium.
9. Neuropsychoimmunological characteristics of oncological diseases. Stress and cancer. Psychological profile of a oncological patient. Stages of cancer survival.
10. Psychological and psychotherapeutic intervention in oncological diseases.
11. Relaxation and imaginative techniques.
12. Thanatotherapy as a part of palliative treatment.
100/0
Upon the successful completion of the course, students will have a basic overview of psychosomatic diseases and the basics of psychooncology. They will know the basic intervention procedures; they will get acquainted with psychodiagnostic methods used in practice. They will better understand the specifics of the work of a psychologist in somatic wards, as well as the specifics of the clientele - e.g., personality of the oncological patient or solving specific women's issues. They will be able to orientate in this area and rely on the knowledge gained in psychodiagnostic and psychotherapeutic procedures.
Braun, R., Marková, D. & Nováčková, J. (2014).Praktikum školní psychologie.Portál.
Brunner, J. M., & Lewis, D. K. (2008). Safe & Secure Schools: 27 Strategies for Prevention and Intervention. SAGE Publications.
Carr, A. (2006). Prevention: What Works with Children and Adolescents? A Critical Review of Psychological Prevention Programmes for Children, Adolescents and their Families. Routledge.
Durlak, J. A. (1995). School-Based Prevention Programs for Children and Adolescents. SAGE Publications.
Gajdošová, E., Herényiová, G. & Valihorová, M. (2010).Školská psychológia. Stimul.
Vybrané preventívne a intervenčné programy pre rôzne cieľové skupiny a témy.
*Note: The American Psychological Association (APA) citation format was chosen because it is the dominant international citation standard not only for psychology, but also for other social and behavioral sciences. From the beginning, we consistently guide students to write rigorously according to APA standards, not only in terms of citations but also in terms of text structure, table and chart formats, and other requisites. Foreign departments from Europe and the USA follow the same approach.
Attendance in class is mandatory. Absence can be excused for serious personal or health reasons, however, for a maximum of 2 seminar hours. Students must notify the instructors of their absence in advance via email, or submit documentation to the study department (according to the guidelines outlined in the Study Regulations). Otherwise, the absence may be considered unexcused. In the case of multiple excused absences (up to 25% of instruction), additional work may be required. Missing more than 30% of classes will result in a final grade of FX.
Course Assessment: 100% Ongoing Assessment includes active participation in teaching, engagement in discussions and tasks during individual classes, processing a selected topic in pairs/groups – presentation of theoretical foundations, presentation of preventive programs, and a demonstration/implementation of a proposal for preventive activities, and submission of a final reflection. More detailed conditions and tasks will be described at the beginning of the teaching part of the semester. Students are obliged to adhere to general ethical principles during the study of this subject, in accordance with the provisions of the Ethical Code of Comenius University in Bratislava. Violation of academic ethics will result in the annulment of points obtained in the relevant assessment item. Any form of plagiarism is considered a disciplinary offense according to the Disciplinary Regulations of Comenius University in Bratislava for Students and will automatically result in a final course grade of FX.
Grading Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak, Czech, English
Fundamentals of preventative work by a school psychologist significance, goals, levels of prevention, and ethical aspects.
Overview of key areas of preventative activity, current challenges and trends in preventative work in education.
Practical methods and strategies for prevention
Selected preventative programs (e.g., Second Step)
Presentations and implementation of preventative activities on selected topics (e.g., various forms of risky behavior; promoting mental health – resilience, stress management; development of social and emotional skills; creating a safe and inclusive environment, collaboration with pedagogical staff and parents in the field of prevention, etc.)
Excursions and guest lectures (if possible).
100/0
The aim of this course is to provide students with a flexible yet comprehensive overview of the extensive possibilities for preventative work by school psychologists and to inspire them towards an active and informed approach to supporting young people. Emphasis is placed on understanding the importance of a proactive approach to fostering a positive climate, mental health, and overall well-being of students. Within the course, students will be acquainted with the basic principles and levels of prevention, and with the diverse areas in which a school psychologist can work preventatively. These include topics related to promoting a positive climate, mental health, as well as any problems and challenges faced by children and young people (not only) in the school environment. The teaching will be enriched by opportunities for excursions to relevant workplaces and guest lectures by experts who focus on specific topics or areas of work with children and youth. A significant part will also be the practical application of acquired knowledge, where students will have the opportunity to prepare a proposal for preventative activities on a selected topic. Upon successful completion of the course, students will understand the basic principles and levels of preventative work in schools, will have a fundamental overview of current topics, areas, and possibilities for the preventative role of a school psychologist, as well as know basic methods and strategies for preventing risky behavior, mental health problems, and the development of socio-emotional skills. They will gain an overview of preventative programs and possibilities for (including multidisciplinary) collaboration. They will be able to critically analyze and evaluate preventative activities. They will acquire skills in designing and implementing preventative activities. The work in class and on assignments also allows for the development of communication and cooperation skills.
Vojáček, K. (1988). Autogénní trénink. Avicenum.
Konig, W. & di Pol, G., Schaeffer, G. (1989). Autogénny tréning. Psychodiagnostické a didaktické testy.
Hašto, J. (2004) Autogenní trénink. Triton.
Hašto, J. (2018) Autogénny tréning. Vydavateľstvo F.
Víchová, V. (2016) Autogenní trénink a autogenní terapie. Portál.
1.) written and practical tasks
2.) written exam
Full participation in classes is mandatory. Absence may be excused for serious personal or health condition reasons, up to a maximum of 2 hours. Class reporting and submitting a written paper is a condition for completing the course, a responsible, systematic approach and adherence to methodological guidelines is required. If the student does not complete min.
85% of the classes will be assessed by FX. Absences cannot be replaced by any other tasks.
Slovak
Relaxation methods - history and present
Stress theories - overview
Physiology of stress
Psychology of stress
J.H. Schultz - the author of Autogenic training (AT)
Basic principles of AT
Levels of AT
The standard exercises
Training conditions and procedure
General, specific, clinical indications
The effects of AT - research results
ongoing evaluation 70%, trial period 30%
The course provides basic theoretical knowledge about the issue and the opportunity to practice and master the relaxation-concentration method, attention is focused on stress management, self-control, self-experience and self-improvement.
Students will be familiar with the issues of relaxation methods, they will understand the context and principles of the method and will be prepared to practically use the method in working with clients in various areas of psychological practice as well as in further developing their own personality.
Pallant, J. (2016). SPSS Survival Manual (6th ed.). Open University Press.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
Note We chose the American Psychological Association (APA) citation format because it works
o The dominant international citation standard not only for the field of psychology but also other social ones and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also text structure, table and graph formats, and other essentials. Foreign departments from Europe and the USA are also proceeding in the same way.
ABSENCE:
Students' participation in classes is mandatory. Absence may be justified on grounds of serious personal,
or medical reasons. However, a maximum of 5 hours.
SUBJECT EVALUATION:
Conditions for passing the course:
60 points written examination at the end of the semester, 40 points 4 continuously submitted prepared assignment of statistical procedures - a total of a maximum of 100 points
Course evaluation: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
The condition for completing the semester is a gain of min. 30 points in written examination
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, alt. Czech, English
1. Scientific research in psychology and the importance of statistics
• the concept of significance and the basics of statistical reasoning in science
• variability and null hypothesis
• one-sided and two-sided hypothesis
2. Summary and organization of data
• types of variables and their notation in spss and jasp
• descriptive statistics, central tendency rates and variability
3. Comparison of two groups
• nominal data: chi-square
• Quantitative data: t-test, when what type to use?
• degrees of freedom in statistics
4. Comparison of several groups
• variance and its significance
• intergroup and intragroup variability, F-ratio
• single input ANOVA
• two-input ANOVA
• repeated measures and mixed research design, interpretation of main effects and interactions
• MANOVA - basics
5. Correlation and regression research
• possibilities and limitations of correlations
• causal modeling in correlation research
• regression analysis, basics
6. Research plan and selection of statistical procedures
100/0
Students will gain knowledge and practical skills in the field of practical management of statistical procedures in the processing of research projects typical of psychology and social sciences in the SPSS and JASP programs. Students will understand the statistical parameters usually published in professional journals, they will be able to statistically evaluate the usual types of psychological research.
Porter, B. E (Eds.) (2011). Handbook of Traffic Psychology. Elsevier Inc. 536s.
Rošková, E (2013). Rizikové správanie vodičov v cestnej doprave. Bratislava, Univerzita Komenského, 142 s.
Šucha, M. a kol. (2013). Dopravní psychologie pro praxi: Výběr, výcvik a rehabilitace řidiču. Psyché. 216s.
Kovácsová, N., Rošková, E., Lajunen, T. (2014). Forgivingness, anger, and hostility in aggressive driving. Accident analysis and prevention. 62 , 303-308. https://www.sciencedirect.com/science/article/abs/pii/S0001457513004144
Kovácsová, N., Lajunen, T., Rošková, E. (2016). Aggression on the road: relationships between dysfunctional impulsivity, forgiveness, negative emotions, and aggressive driving. Transportation research, part F-traffic psychology and behaviour. 42, 286-298. https://www.sciencedirect.com/science/article/abs/pii/S1369847816000309
Continuously recommended additional professional and scientific texts will be available in the MS Teams during the course.
We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
Student attendance is compulsory. Absence may be excused for serious personal or medical reasons. However, the maximum is 2 hours.
The course assessment consists of two parts: a mid-term paper during the semester and a mid-term test.
During the semester, the student will complete an individual or group assignment for which 50 points may be earned. Topics and deadlines for assignments will be specified at the beginning of the semester. Submission of the assignment is a requirement for passing the course and cannot be replaced by another assignment.
Midterm test. The date, form, rules of the midterm test will be specified at the beginning of the semester. It is possible to get 50 points for the midterm test.
Grading scale:
A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Weighting of the midterm/final grade: 100/0
Slovak, English
1. Traffic psychology, role in the context of safety in transport.
2. Traffic psychologist. The current state of TP in the world and in our country. Legislation. Certification.
3. Driver behavior and road safety - theories, models, factors, context (Driving skills and driving style model, Theory of aberrant behavior, Theory of planned behavior, ...).
4. Model of transport culture and environment.
5. Risk behavior, violation of standards in transport - factors, models, context.
6. Risky behavior of drivers - selected manifestations (speeding, drinking and driving, aggressive driving, telecommunications during driving) - causes, manifestations, consequences, individual differences.
7. Risk driving - measurement by psychological methods, possibilities and limitations.
8. Prediction, hazard recognition (hazard anticipation) - concept, training, prevention.
9. Risk vs. vulnerable groups in the transport system (young drivers, senior drivers, children, cyclists, pedestrians, ...).
10. Preventive strategies in transport (e.g. the "4E" principle).
11. Autonomous vehicles - psychological challenges.
12. Traffic psychology in practice (psychodiagnostics, case studies, practical examples and examples from psychological traffic practice).
100/0
After completing the course, students will know selected theoretical concepts, research trends and practical psychological methods and procedures used in traffic psychology in our country and abroad. They will understand the connection of psychological theories to driver behavior in the systemic context of factors and influences, they will be able to identify appropriate preventive tools to prevent dangerous and risky driver behavior.
Chmiel, N., Fraccaroli, F., Sverke, M. (2017). An Introduction to Work and Organizational Psychology. An Internationale Perspective (3te ed.). Wiley Blackwell.
Kubeš, M., Spillerová, D., Kurnický, R. (2004). Manažerské kompetence. Praha: Grada Publishing.
Vaculík, M. (2010). Assessment centrum: Psychologie ve výběru a rozvoji lidí. NC Publishing.
Seitl, M. (2015). Testové psychodiagnostické metody pro výběr zamestnancu. Univerzita Palackého v Olomouci.
Wagnerová I. a kol. (2011). Psychologie práce a organizace (nové poznatky), Grada.
Continuously recommended additional professional and scientific texts will be available in the MS Teams during the course.
We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
During the semester, the student prepares an individual / group assignment. Submission, presentation of the assignment is a condition for completing the course and it is not possible to replace it with another task.
Students' participation in classes is mandatory. Absence may be justified for serious personal or medical reasons. Maximum of 2 hours.
Classification scale:
A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX <60.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, English
1. Strategic human resources management. Methodology of creating human resources management strategy.
2. Corporate culture, values and their connection to competencies and competence models.
3. Onboarding - socialization of new employees.
4. Selection interview - preparation, schedule, opening, closing, asking questions, types of questions, conclusions from the interview.
5. Performance management (e.g. "corporate" vs. "small business").
6. 360 ° feedback - preparation, designing 360 ° evaluation, selection of competencies, description of competencies in behavioral categories, observation / measurement, evaluation.
7. Assessment center / Devepolment center - design and implementation of AC / DC, selection of competencies, description of competencies in behavioral categories, evaluation of behavior / competencies, feedback, report from AC.
8. Psychological testing in organizational practice. Tests, psychometric, ethical standards, current trends.
9. Stress management in organizations (best practice).
10. Leadership, programs to support People management for managers.
100/0
After completing the course, students will recognize selected methods used in human resource management processes in the organization with emphasis on their objectivity, validity, reliability, standardization. They will understand the theoretical and practical context in the selection and application of relevant methods. They will be able to assess the importance of selected methods in achieving the goals within the individual personnel processes in connection with the goals of the organization. They will be able to design appropriate procedures and methods for selected areas and goals of working with people in the organization.
Hoyer W., MacInnis, D. (2010). Consumer Behavior, 5th ed., Mason.
Hradiská, E., Letovancová E. (2010). Psychology in Marketing Communication, Bratislava.)
Vysekalová, J. & kol. (2012) Psychology of Advertising. 4. expanded and updated ed. Prague:
Grada Publishing.
Giles, D. (2012). Media psychology. Prague: Grada Publishing.
Current publications and online resources specified at the beginning of the semester
Note We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
60 points written examination at the end of the semester, 40 points evaluation of the presentation during the semester
- a total of a maximum of 100 points
Rating: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
The condition for completing the semester is a gain of min. 30 points in written examination
Violation of academic ethics results in the cancellation of points earned in the relevant item
evaluation.
Slovak and English
1. Marketing - basic characteristics, main concepts and history, connections with human sciences, main ways of looking at customer behavior
2. Mental processes in connection with the market and advertising
3. Perception (adaptation, difference threshold, involvement, semiotics ...)
4. Memory (storage efficiency, customer knowledge, memory overload, semantic networks ...)
5. Learning (classical and operational conditioning, imitation and identification as mechanisms of market influence)
6. Motivation and emotionality, values, lifestyle, self-concept
7. Attitudes (meaning, formation, influencing, research of attitudes and their connection with shopping behavior)
8. Consumer personality - psychography, variables specifically related to shopping behavior
9. Consumer decision-making (phase model, working with alternatives and risks, prospect theory,
post-purchase satisfaction / dissatisfaction ...)
10. Basic concepts and history of advertising
100/0
Students have knowledge of mental processes and conditions, human personality, motivation, decision-making, they can apply to solving problems related to market, marketing and consumer behavior. They know how to apply their professional view in the field of marketing communication focusing on various aspects, e.g. creation of marketing and communication tools, connection to target group, use of research results focused on MC, etc
Furnham, A. & Chamorro Premuzic, T. (2010). The Psychology of Personnel Selection,
Cambridge.
Kolman, L. et al. (2010). Selection of employees. Linde
Schmitt, N. (Ed.) (2012). The Oxford handbook of personnel assessment and selection. Oxford
University Press.
Popularization periodical for HR specialists Dobrý výber at www.mayako.sk
Current literature specified at the beginning of the semester
Note We chose the American Psychological Association (APA) citation format because it is the dominant international citation standard not only for psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
60 points written examination at the end of the semester, 40 points evaluation of continuous written work
- the candidate's opinion.
Rating: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
The condition for completing the semester is a gain of min. 30 points in written examination
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak, alt. Czech, English
Employee selection - importance, basic economic and legal context
Validity, reliability and other methodological requirements for staff selection
Work performance as a criterion of selection, dimensions and their punishment
Main constructs in the selection of employees: skills, personality, creativity, motivation, people management ...
Selection methods and their effectiveness
Pre-selection activities, selection of candidates based on CVs, biodates and recommendations
Psychological tests in the selection, administration and interpretation of results
Personality questionnaires, possibilities and limitations, issues of honesty of answers
Structured and unstructured interview
Assessment and development centers, situational and interaction methods
Other methods: situational assessment tests, work samples, projective methods
Critique of unscientific approaches in employee selection
100/0
The student will know and be able to administer modern methods of selecting employees, be able to orientate in their validity and other psychometric parameters, can evaluate the results, describe the findings and evaluate the potential of the candidate in general and against the defined job position in the report.
Stern, R., M., Ray, W., J., Quigley, K., S. (2001). Psychophysiologica Recording. Oxford: Oxford
University Press
Cacioppo, J., T., Tassinary, L., G., Berntson, G., G. (2007). Handbook of Psychophysiology.
Cambridge: Cambridge University Press
Parasuraman, R., Rizzo, M. (2007). Neuroergonomics. The Brain at Work. Oxford: Oxford University Press
Orel, M. (2019). Anatomie a fyziologie lidského těla. Praha: Grada.
S doplnkovou literatúrou budú študenti oboznámení počas výučby.
We chose the citation format of the American Psychological Association (APA) because it is the
dominant international citation standard not only for the field of psychology but also for other
social and behavioral sciences. From the beginning, we consistently lead students to consistent
writing according to APA standards, which concerns not only citations but also the structure of
the text, formats of tables and graphs and other requirements. Foreign departments from Europe
and the USA are also proceeding in the same way.
Students' participation in classes is mandatory. Absence may be justified for serious personal or medical reasons. However, a maximum of 2 hours.
SUBJECT EVALUATION:
Ongoing work 30%:
15% assignment 1: preparation of a simple design for laboratory measurement
15% assignment 2: study presentation
70% final thesis: home research
Classification scale:
100% -92% A 91-84% B 83-76% C 75-68% D 67-60% E 59-0% FX
Violation of academic ethics results in the cancellation of points in the relevant evaluation item.
The student of the course will get acquainted with the psychophysiological laboratory technique, which
experimentally used in relation to various psychological variables (emotions, cognitive processes and other variables).
1. Autonomic nervous system
2. Central nervous system
3. Heart rate
4. Heart rate variability
5. Respiratory rate
6. Skin conductivity
7. Skin temperature
8. Eye movements
9. Biofeedback
100/0
The student who successfully completes the course knows the applied methods used in the field of Psychophysiology. Understands the basic mechanisms of the autonomic nervous system and the central nervous system in the context of Psychophysiology. He is able to independently carry out psychophysiological research.
Abramson, Z. (2021). Základné koncepty adlerovskej teórie. SAIP, Bratislava
Čechová, D. (2013). Životný štýl - osobnosť ako súbor presvedčení. In: Životný štýl, tvorivosť a reziliencia adolescentov [elektronický zdroj]. - Bratislava : Univerzita Komenského
Dreikursová-Fergusonová, E. (2005). Adlerovská teória. Slovenská adlerovská spoločnosť, Bratislava Dreikurs, R., Soltzová, V. (2012). Deti ako výzva. Adlerovská psychoterapeutická spoločnosť, Bratislava
Eckstein, D., Baruth, L., Mahrer, D. (1992). Life-Style Assessment.
Kendall/Aunt, Dubuque Marková, D., Čechová, D. (2016). Adlerian Ethics: Applications in Counselling and Psychotherapy. London : Adlerian society UK
Note: We chose the American Psychological Association (APA) citation format because it is
the dominant international citation standard not only for the field of psychology but also other
social and behavioral sciences. From the beginning, we consistently lead students to consistent
writing according to APA standards, which concerns not only citations but also text structure,
table and graph formats, and other essentials. Foreign departments from Europe and the USA are
also proceeding in the same way
Students´participation is obligatory. Non-participation can be excused from the serious personal, or health reasons, maximal 2 hours. Absence is not replaced by the other work.
1) continuous test - (max. 40 %) – succesful completion of the continuous test (min. 51 %) is a requirement of completion of the course.
2) review (max 10%)
3) case-study (max. 50 %) – succesful completion of oral colloquium, including written analysis of lifestyle is a requirement of completion of the ccourse.
Grading scale: A 92-100; B 84-91; C 76-83; D 68-75; E 60-67; FX < 60.
Violation of academic ethics results in the cancellation of earned points in the relevant item
evaluation.
Alfred Adler – person and founder of Individual Pscyhology
History of establishment of Individual Psychology abroad and in Slovakia
Theoretical concepts of Individual Psychology: Fenomenology, purpossivness, teology, subjectivity
Theory of personality of Individual Psychology
Lifestyle as a system of beliefs
Family Constellation, influence of parents and siblings at beliefs
Early recollections
Skills of conducting semi-structured interview, feedback, Self- assessment
Lifestyle assessment
Elaboration of the case-study by the methods of Individual Psychology
50/50
Students demonstrate uderstanding of the theory of Individual Psychology of A. Adlera. They will acquire methods of analysis of personality, particularly, family constellation assessment, and demonstrate their capability of the creative synthesis of knowledge by submitting and defencing lifestyle asessement case study.
Andrášiová, M. (2009). Keď do života vstúpi rakovina. Príbehy, inšpirácie a rady pre všetkých, ktorí hľadajú svoju cestu touto chorobou. Bratislava: Landy.
Andrášiová, M., Bednařík, A. (2015). Budem k vám úprimný... Ako v rozhovoroch s ťažko chorými pacientmi spájať otvorenosť, citlivosť a nádej. Bratislava: Slovenská onkopsychologická spoločnosť.
Angenendt, G., Schutze-Kreilkamp, U., & Tschuschke, V. (2010). Psychoonkologie v praxi: psychoedukace, poradenství a terapie. Praha: Portál.
Holland, J. C., Breitbart, W. S., & Butow, P. N. (Eds.). (2015). Psycho- Oncology. 3rd Ed. New York: Oxford University Press.
Tschuschke, V. (2004). Psychoonkologie: Psychologické aspekty vzniku a zvládnutí rakoviny. Praha: Portál.
Note: The American Psychological Association (APA) citation format was chosen because it is the dominant international citation standard not only for psychology but also for other social and behavioral sciences. From the beginning, we consistently guide students to write rigorously according to APA standards, not only in terms of citations but also in terms of text structure, table and graph formats, and other details. Foreign departments from Europe and the USA follow the same approach.
The assessment of the course consists of four main parts during the semester:
- Entrance essay (max. 20%),
- elaboration and presentation of the topic in a team - submission of the elaborated hand-out at the latest the day before the presentation (max. 30%),
- active participation in meetings (max. 30%),
- final reflective essay (max. 20%).
Individual assignments cannot be replaced by other assignments during the semester.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59.-0% Fx.
Attendance of male and female students is mandatory. Absence may be excused for serious personal or medical reasons, up to a maximum of 2 sessions. The student must notify the instructor in advance by e-mail and provide proof of his/her absence to the Office of Academic Affairs according to the guidelines set forth in the Student Handbook. Otherwise, the absence may be considered unexcused. For absences of 3 or more (unexcused) meetings, the student may be graded Fx.
Slovak, English, Czech
1. Behavioral and psychosocial factors of cancer development.
2. Psychoneuroimmunological and psychoendocrinological factors of cancer.
3. Psychosocial attributes associated with cancer and its treatment: psychosocial distress, type C and D personality.
4. Psychosocial attributes associated with cancer and its treatment: emotional reactions to illness, phases of emotional survival of life-threatening illness and their specifics, defense and coping mechanisms, resilience.
5. Psychosocial attributes associated with cancer and its treatment: quality of life, HRQoL, social support.
6. Psychosocial attributes associated with cancer and its treatment: meaning in life, hope, helplessness and hopelessness, religiosity and spirituality.
7. Psychosocial interventions and communication in cancer.
8. Therapeutic approaches in the context of cancer (art therapy, bibliotherapy, music therapy and others).
9. Return to the natural environment (family, school, work) after cancer treatment and its specifics.
10. Psychosocial attributes and interventions for the close social environment of the person with cancer, work with the family and relatives of the treated person.
11. Dying and death in the context of cancer, palliative care.
12. Burnout syndrome in the provision of psychosocial interventions for people with cancer and options for its prevention.
100/0
The course provides basic knowledge in the field of psychooncology, introduces the psychosocial attributes of the onset and treatment of cancer, presents the possibilities of psychological interventions and communication in cancer and after its treatment, as well as the specifics associated with the irreversible course of the disease. By completing the course, students:
- Understand the basic psychosocial attributes associated with cancer and its treatment,
- they will be able to distinguish the different phases of emotional survival and their specificities associated with the course of cancer,
- be able to provide basic psychosocial interventions related to cancer treatment,
- be able to work effectively in teams in the treatment and presentation of a selected topic.
Carlson, J., Sperry, L., Lewis, J.A. (2005). Family Therapy Techniques. Routledge, New York.
Čechová, D. (2021). Intervencie v individuálnej psychológii. UK, Bratislava.
Brown, N., Horton-Parker, R. (2002). The unfolding life: Counselling across the lifespan.
Westport, Greenwood Press.
Gelso, C., Nutt Williams, E., & Fretz, B. (2014). Counseling psychology (3rd ed.). American Psychological Association.
Koščo, J. (1987). Poradenská psychológia. Slovenské pedagogické nakladateľstvo, Bratislava
Smitková, H. (2014). Kapitoly z poradenskej psychológie. UK, Bratislava
Timulak, L. (2011). Developing your counselling and psychotherapy skills and practice. London: Sage Publications.
Watts, R.E., Carlson, J. (1999). Interventions and Strategies in Counseling and Psychotherapy. Routledge, New York
Note: We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioural sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. International departments from Europe and the USA are also using this format.
A student can do a state exam:
a) after earning the least minimum number of credits, so that after earning credits from succeeding on a state exam, he will have enough of credits to complete the studies,
b) after successfully completing the mandatory courses, mandatory selective courses and selective courses in the study program,
c) after completing the requirements stated by the §71, paragraph 3 letter b of the law about colleges,
d) if he is not a subject of a disciplinary procedure.
Successful completion of the state exam is one of the requirements for a successful completion of the study program. The state exam is assessed by a state exam committee by grades A to FX. The committee is deciding on the grade consensually. If the committee will not come to a consensus the grade will be set by voting.
In accordance to faculty study regulation (VP 5/2020, article 15) and the study schedule, the range for exam dates is set by the dean. Departments have to announce their exam dates on their website at least five weeks in advance. Students are signing up for the exam through the academic information system at least three weeks in advance.
The student has a right for one official attempt and two amendatory attempts. The first attempt that the students signed up for is considered the official attempt. If the student received grade FX at the official attempt he can go to the amendatory attempts:
a) in the following exam dates in the present academic year or
b) in the exam dates in the following academic years in accordance to the § 65, paragraph 2 of the law about colleges.
If the student cannot attend the exam that he signed up for due to serious circumstances he is obliged to write a pardon letter to the committee chair in advance or up to three workdays after the exam or its part, in case the serious circumstances have not allowed him to send it earlier. If the student does not attend the exam or its part and does not ask for a pardon or if the committee chair does not accept the pardon letter he will receive grade FX.
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
State exam procedure:
1. The student will come to the date according to the department schedule he signed up for.
2. The student will obtain two questions from the state exam that are assigned in a written form and anonymously by random selection from the printed questions or from a generator.
3. The exam committee will allow sufficient time for a student to prepare the oral answer to the assigned questions.
4. The student will present the prepared answer in front of the exam committee and answers also the follow-up questions.
5. After the student is finished the committee will decide the state exam results on a private meeting.
The exam process and the result announcement are public.
Violations of academic ethical principles will result in annulation of the acquired points in the related item of assessment.
Slovak, English, and Czech
State exam courses
Psychologické poradenstvo v celoživotnom vývine (profile)
Poradenské a psychoterapeutické prístupy (mandatory)
Poradenské zručnosti (mandatory)
The state exams questions will be based on the following areas (exact wording of the questions will be available for students at the designated location in the prescribed time and format):
1. Counselling and psychotherapeutic theoretical approaches in international context.
2. History, legislation, and counselling psychology centres in Slovak republic in the school, work, social system and health resorts, etc.
3. The specifics of psychological counselling in lifelong development.
4. The specifics of psychological counselling with different types of clients.
5. Counselling and psychotherapeutic skills and counsellor’s personality.
6. Ethics of psychological counselling, ethical standards, client information management.
0/100
After completing the Counselling psychology state exam, students will gain deep theoretical knowledge about counselling theories and practice. They will understand different aspects of counselling psychology, its process, and methods in individual’s life-long development, normal as well as atypical, and his family, group and system context. Students will be able to work in the area of counselling psychology as individuals as well as a part of a team; they will understand the role of collaboration in dealing with counselling issues from the perspective of client’s internal experience and his social systems as well as the role of multidisciplinary approach in helping clients. They will develop basic counselling and psychotherapeutic skills which they will be able to apply in self-discovery and helping others.
Adelman, H.S. & Taylor, L. (2009). Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools. SAGE Publications,
Braun, R., Marková, D. & Nováčková, J. (2014).Praktikum školní psychologie.Portál.
Čechová D. (2020). Intervencie v individuálnej psychológii. Univerzita Komenského
Gajdošová, E. (2015).Školská psychológia a školský psychológ v21. storočí. Eurokódex.
Gajdošová, E., Herényiová, G. & Valihorová, M. (2010).Školská psychológia. Stimul.
Grapin, S. L. & Kranzler, J. H. (2018). School Psychology: Professional Issues and Practices. Springer Publishing Company.
Svoboda, M. (ed.), Krejčířová, D., Vágnerová, M. (2015) Psychodiagnostika dětí a dospívajících. Portál.
Zapletalová, J. & Štech, S. (2013).Úvod do školní psychologie. Portál.
Note: We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioural sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. International departments from Europe and the USA are also using this format.
A student can do a state exam:
a) after earning the least minimum number of credits, so that after earning credits from succeeding on a state exam, he will have enough of credits to complete the studies,
b) after successfully completing the mandatory courses, mandatory selective courses and selective courses in the study program,
c) after completing the requirements stated by the §71, paragraph 3 letter b of the law about colleges,
d) if he is not a subject of a disciplinary procedure.
Successful completion of the state exam is one of the requirements for a successful completion of the study program. The state exam is assessed by a state exam committee by grades A to FX. The committee is deciding on the grade consensually. If the committee will not come to a consensus the grade will be set by voting.
In accordance to faculty study regulation (VP 5/2020, article 15) and the study schedule, the range for exam dates is set by the dean. Departments have to announce their exam dates on their website at least five weeks in advance. Students are signing up for the exam through the academic information system at least three weeks in advance.
The student has a right for one official attempt and two amendatory attempts. The first attempt that the students signed up for is considered the official attempt. If the student received grade FX at the official attempt he can go to the amendatory attempts:
a) in the following exam dates in the present academic year or
b) in the exam dates in the following academic years in accordance to the § 65, paragraph 2 of the law about colleges.
If the student cannot attend the exam that he signed up for due to serious circumstances he is obliged to write a pardon letter to the committee chair in advance or up to three workdays after the exam or its part, in case the serious circumstances have not allowed him to send it earlier. If the student does not attend the exam or its part and does not ask for a pardon or if the committee chair does not accept the pardon letter he will receive grade FX.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Violations of academic ethical principles will result in annulation of the acquired points in the related item of assessment.
Slovak, Czech, English
State exam procedure:
1. The student will come to the date according to the department schedule he signed up for.
2. The student will obtain one question and one practical task (case study) from the state exam that are assigned in a written form and anonymously by random selection from the printed questions or from a generator.
3. The exam committee will allow sufficient time for a student to prepare the oral answer to the assigned questions.
4. The student will present the prepared answer in front of the exam committee and answers also the follow-up questions.
5. The student will be asked direct questions by the committee about the practical task (case study).
6. After the student is finished the committee will decide the state exam results on a private meeting.
7. The student will be informed about the grade through the Academic information system on the day of the exam.
8. The exam process and the result announcement are public.
The state exams questions will be based on the following areas (exact wording of the questions will be available for students at the designated location in the prescribed time and format):
1) School psychology as a science (history, object and position in the system of psychological sciences)
2) School psychologist as a job position (Position and education of school psychologists. Legislative anchoring and institutional frameworks. Job specifics. Adaptation of a school psychologist. School psychologist in the system. Cooperation. Evaluation of the effectiveness of the work of SP)
3) Documentation in the work of a school psychologist.
4) Work ethic of a school psychologist and its specifics in the school environment.
5) Activities of a school psychologist (Preventive, interventional and diagnostic activities. Crisis intervention)
6) Work methods of a school psychologist (Interview. Observation. Tests. Questionnaires. Projective methods. Sociometry)
7) Cognitive processes in the developmental and educational context in the school environment. (School maturity and competence of students. Problems of students in learning. School performance support. Prevention, intervention, diagnostics)
8) Social, emotional, and behavioural problems of students. (Internalised / externalised. Aggressive behaviour and bullying. Wrong goals. Addressing students' behavioural issues. Prevention. Interventions. Diagnostics)
9) Family environment as an important factor in child development. (Effective / ineffective parenting. Relationship. Supporting the family environment. Cooperation with parents. Prevention. Interventions. Diagnostics)
10) Education (Rewards, punishments in education and logical consequences. Classroom management. Cooperation with teachers.)
11) School class and social relations in the classroom. (Climate. Group dynamics. Prosocial behaviour and empathy. Diagnostics of classroom relationships. Preventive and interventional group strategies)
12) Personal development, positive psychology in the school environment. (Encouragement. Resilience. Soft skills.)
13) Preventive programs. (Creation and evaluation of the prevention and intervention strategies effect according to evidence-based approaches. Selected existing prevention programs.)
0/100
After completing the School psychology state exam, students will know the theoretical and legislative background of school psychology. They will be able to apply knowledge about cognitive, emotional and social development as well as pupil personality in helping pupils, teachers and parents in education, teaching and upbringing. Students will understand the specifics of the work of a school psychologist, as well as his activities in the areas of prevention, diagnosis and interventions in working with the pupil, teacher, class as a group or school as a system. They will know the basic methods used in the work of school psychologists and will be able to work in multidisciplinary teams, with emphasis on the humanistic aspects of integration and inclusion of students and ethical principles. They will be able to design appropriate and effective prevention and intervention strategies in dealing with situations they may encounter in the school environment.
Comer, R. J., & Comer, J. S. (2017). Abnormal Psychology (Tenth edition). Worth Publishers. –
vhodné sú aj staršie vydania.
Heretik, A., & Heretik, A., (2016). Klinická psychológia (2. preprac. a rozš. vyd). Psychoprof.
Kolibáš, E., Čaplová, T., Kořínková, V., Vajdičková, K., & Žucha, I. (1997). Všeobecná
psychiatria. Univerzita Komenského.
Kratochvíl, S. (2017) Základy psychoterapie. Portál.
Říčan, P., Krejčířová, D. et al. (2006). Dětská klinická psychologie. 4. vyd. Grada
Vybíral, Z., Rouba, L J. (2010), Současná psychoterapie. Portál.
Pozn.: Citačný formát Americkej psychologickej Asociácie (APA) sme zvolili z dôvodu, že ide
o dominantný medzinárodný citačný štandard nielen pre oblasť psychológie ale aj iné sociálne
a behaviorálne vedy. Študentov od začiatku dôsledne vedieme k dôslednému písaniu podľa
štandardov APA, čo sa týka nielen citácií ale aj štruktúry textu, formátov tabuliek a grafov a
ďalších náležitostí. Rovnako postupujú aj zahraničné katedry z Európy a USA.
Areas from which the questions of the state exam and the areas of knowledge that the student will need to apply in the elaboration of the case study:
1. The subject of clinical psychology, its position in the system of psychological sciences, areas and narrower specializations of CP.
2. Definitions of health, criteria of normality and abnormality, current diagnostic and classification systems ICD-10 and DSM-5 and their alternatives
3. Psychoanalysis of S. Freud, development of the theory of motivation, personality and interpretation of various manifestations of psychopathology.
4. Psychodynamic approaches - common characteristics, the most important representatives and their main contribution (C. G. Jung, A. Adler, K. Horney. S. Sullivan, O. Kernberg)
5. Behaviorism - theoretical basis of behavioral clinical psychology. Representatives and common features of cognitive-behavioral psychology.
6. Basic characteristics of humanistic approach in CP, contribution of C.R. Rogers and F. Perls, V. Frankl.
7. Etiology of mental disorders - biological factors: genetics, epigenetics, heredity, neuroscientific knowledge in connection with the development, manifestations and prognosis of mental disorders.
8. Etiology of mental disorders - basic psychological and social factors
9. Quantitative and qualitative research in clinical psychology - specific goals and methods, specific limits.
10. Ethics in practice (psychodiagnostics, psychotherapy) and research in clinical psychology.
11. Theoretical models of psychosomatics (Freud, Alexander et al.), The most common psychosomatic diseases.
12. Psychology of the disabled (Pathopsychology) - the most common disabilities and their clinical context.
13. Definition of psychotherapy, basic concepts and related fields, characteristics of mainstream psychotherapy.
14. Effective factors of psychotherapy - therapeutic situation, therapist's personality, client's personality, therapeutic relationship.
15. Therapeutic process - phases of therapy.
16. Determinants of sexual behavior - biological determinants, gender identity, sexual orientation, sexual behavior, experience of sexuality, sexual norm.
17. Disorders of sexual life - sexual dysfunctions and sexual deviations (paraphilia) - characteristics, psychodiagnostics, therapy.
18. Psychodiagnostics in clinical psychology - characteristics, assumptions of psychodiagnostic activity, purposes of examination, implementation of clinical-psychological examination in practice, psychological findings, its structure and requirements.
19. Intelligence tests in clinical psychology - one-dimensional and complex test methods, their characteristics, specific test methods and peculiarities of their use in practice.
20. Tests of individual mental functions (memory, attention, thinking and executive functions) in clinical psychodiagnostics of children and adults.
21. Organic mental disorders. Differential diagnosis of dementia - Alzheimer's dementia, vascular dementia, frontotemporal dementia. Differential diagnosis of depression and dementia. Cognitive function screening - MoCA test, MMSE and other tests. Neuropsychological diagnostics and rehabilitation.
22. Neurodevelopmental disorders - characteristics, classification, etiology. Delayed development and disorders of the intellect - diagnostic possibilities. General principles and goals of developmental diagnostics, methods of developmental diagnostics - screening and developmental scales (BSID).
23. Motor disorders, ADHD, specific learning disorders in children. Characteristics and possibilities of diagnostics. Identification of children at risk in the preschool period (literacy predictors).
24. Diagnosis of speech development, delayed and impaired development of language and speech skills - definition, developmental risks. Diagnosis of individual language levels and cognitive abilities.
25. Examination of intellect in preschool and school period. IQ tests - S-B, WISC, SON-R - theoretical background and specifics of use.
26. Personality assessment, behavior, emotions in children and adolescents - starting points, use of rating scales, multi-source evaluation, how to work with discreet findings, limits in diagnostics. An overview of the most commonly used methods.
27. Diagnostic approaches to measurement and evaluation in children - diagnostics based on standards, criteria, dynamic evaluation, clinical diagnostics - theoretical background, give an example of the method, evaluation of advantages / disadvantages, suitability for use.
28. Autism spectrum disorder - definition, etiology, symptomatology, diagnostics.
29. Disorders of the schizophrenia circuit. classification, symptomatology and diagnostics.
30. Affective disorders (depression, bipolar disorders) classification, symptomatology, diagnosis, therapy.
31. Anxiety disorders (neuroses) classification, symptomatology, diagnosis, therapy,
32. Stress-related mental disorders - acute stress disorder and post-traumatic stress disorder, symptomatology, diagnosis, therapy,
33. Eating disorders - etiology, diagnosis, therapy,
34. Substance and non-substance dependencies, common features and biological mechanisms, criteria, treatment options,
35. Personality disorders (psychopathy) classification, symptomatology, diagnosis of personality disorders and treatment options.
The student can take the state exam:
a) after obtaining at least such a number of credits that, after obtaining credits for successful completion of state examinations, he / she achieves the required number of credits for the proper completion of studies,
b) after successful completion of required courses, compulsory elective courses and elective courses in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
d) if no disciplinary proceedings are conducted against him.
Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination commission decides by consensus on the evaluation of the state examination or its part. If the examination commission does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
In accordance with the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean and with the faculty study schedule. Departments are obliged to publish their state exam dates on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the date of its holding.
The student is entitled to one regular and two resit dates of the state exam. The regular term is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular date of the state exam, the student can make the corrective dates of the state exam:
(a) in the following dates for the holding of state examinations in the relevant academic year
or
b) in terms of state examinations in any of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If a student is unable to attend the date of the state examination for which he / she has registered, he / she is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that prevented him from apologizing in advance. If a student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination commission does not acknowledge his / her excuse, he / she is assessed with the FX mark from the given date of the state examination.
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Sovak and English
1. The student arrives on the registered date of the state exam according to the schedule set by the department.
2. The student receives one question and one case study from the subject of the state exam, which are entered in writing and anonymously in the form of a random selection of printed questions and case studies.
3. The examination board will give the student a reasonable amount of time to prepare an oral answer to the question.
4. The student presents the prepared answer to the selected question and answers the supplementary questions.
5. The student answers the questions of the examination commission in relation to psychopathology, differential diagnostics, psychodiagnostics and therapy of mental disorders.
6. After the completion of the student's answer, the examination commission will decide on the results of the state examination, which will take place in a closed session of the examination commission.
7. The student will be informed about the result of the evaluation through the Academic Information System on the day of the exam.
0/100
After passing the state exam in clinical psychology, a student will be able to identify and describe the most common mental disorders occurring in childhood, adolescence, adulthood and old age. He / she will have current knowledge about their epidemiology, etiology and pathogenesis. He / she will have acquired basic information about the possibilities of their psychotherapeutic influence. He / she will understand the structure of the current classification systems DSM-5 and MKCH-11.
Student will be able to apply the acquired knowledge to the ability and skills to identify in practice mental difficulties or mental disorders using standard interview methods and other psychodiagnostic methods. The student will be able to provide a basic differential-diagnostic consideration and a proposal for a therapeutic approach to the presented case.
Required courses
Psychopathology in Adults (profile)
Psychopathology in Childhood and Adolescence (required)
Psychodiagnostics in Practice (required)
Counseling and Psychotherapeutic Approaches (required)
Psychological practice (profile)
Chmiel. N., Fraccaroli, F., Sverke, M. (2017). An Introduction to Work and Organizational Psychology. An International Perspective (3th ed.). Wiley Blackwell.
Rošková, E., Schraggeová, M. (2020). Psychologické väzby v práci. Univerzita Komenského v Bratislave.
Kolman, L. a kol. (2010). Výběr zaměstnanců. Praha, Linde.
Porter, B. E (Eds.) (2011). Handbook of Traffic Psychology. Elsevier Inc. 536s.
Rošková, E. (2013). Rizikové správanie vodičov v cestnej doprave. Bratislava, Univerzita Komenského, 142 s.
Hradiská, E., Letovancová E.(2010). Psychológia v marketingovej komunikácii, Bratislava: Univerzita Komenského.
Hoyer W. D., MacInnis, D. J. & Pieters, R. (2018). Consumer Behavior. 7th ed., Cengage.
We chose the citation format of the American Psychological Association (APA) because it is the dominant international citation standard not only for the field of psychology but also for other social and behavioral sciences. From the beginning, we consistently lead students to consistent writing according to APA standards, which concerns not only citations but also the structure of the text, formats of tables and graphs and other requirements. Foreign departments from Europe and the USA are also proceeding in the same way.
The student can request a state exam:
a) after obtaining a minimum number of credits, so after obtaining credits for successful completion of state examinations, he / she achieves the required number of credits for the proper completion of studies,
b) after successful completion of mandatory subjects, mandatory selected subjects and elective courses in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71 par. 3 letter b of the Higher Education Act,
(d) if no disciplinary action is taken against him / her.
Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination commission decides by consensus on the evaluation of the state examination or its part. If the examination commission does not reach a consensus, the evaluation of the state examination or its part is decided by voting. In such a wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean and with the faculty study schedule. Departments are obliged to publish their dates for state exams in electronics just 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the date of its holding. The student is entitled to one regular and two resit dates of the state exam. The regular term is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular date of the state exam, the resit dates of the state exam may be applied by the student:
(a) at the following dates of the State examinations in the relevant academic year; or
b) in the term of state examinations in some of the following academic years in accordance with § 65 par. 2 of the Higher Education Act.
If the student is unable to attend the date of the state examination for which he / she has applied, he / she must apologize in writing to the chairman of the examination commission in advance or at the earliest within three working days after the date of the state examination or its part, if there were serious obstacles prevented themselves from apologizing in advance. If a student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination commission does not acknowledge his / her excuse, he / she is assessed with the FX mark from the given date of the state examination.
100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Slovak, Czech, English
Subjects of the state exam:
Personnel Psychology (profile)
Selection of employees by psychological means (mandatory selected)
Psychology in Market and Advertising (mandatory selected)
Traffic Psychology (mandatory selected)
Questions for the state exam in Work Psychology will cover the following areas (the specific wording of the questions will be available to students at a designated place, in the prescribed time and format):
1. Personnel psychology, personnel management. Subject, position, role in the organization. PP priorities today. Ethical and legal frameworks of working with people in the organization.
2. Job / Task / Work / Competency Analysis. Job Crafting, Job Evaluation.
3. Recruitment and selection of employees. Criteria, selection methods, validity, ethical aspects. Selective, behavioral interview.
4. Employment contract vs. psychological contract. Onboarding, adaptation of new employees.
5. Job attitudes: commitment, engagement, identification, job satisfaction. Antecedents and organizational consequences.
6. Work behavior: performance, organizational citizenship behavior, counterproductive behavior. Antecedents and organizational consequences.
7. Performance management, employee evaluation, criteria, methods, errors, evaluation ethics.
8. Motivation and remuneration of employees. Motivation theories and their application in practice, individual differences in employee motivation.
9. Learning and development in the organization. Theories, methods, techniques.
10. Leadership strategies in the organization - leadership.
11. Dismissal of employees. Outplacement. Psychological, ethical and legal contexts.
12. Consumer, shopping behavior. Psychological regulators. Perception, memory & learning, motivation & emotionality, attitudes, decision making, customer personality in terms of market behavior.
13. Safe, dangerous, risky driving. Models, antecedents, consequences.
0/100
After passing the state exam in the subject of Work Psychology, the student will know selected theories explaining work behavior, consumer, shopping behavior, attitudes, motivation of people in an organizational context. He / she will have up-to-date knowledge of key processes regulating the functioning of people in the organization (recruitment and selection of employees, performance management, development and training, work-life balance, regulation of work stress, stress ...). Will be able to apply knowledge from psychological research in the field of personnel psychology, critically evaluate the results of job analysis, define appropriate criteria and methods for selecting employees, schedule an interview, explain the rules for using psychodiagnostic methods in selection, design a suitable way to measure and evaluate performance and competencies, and analysis of other psychological problems. The student will know selected theoretical concepts, research trends and practical psychological methods used to explain driver behavior, will be able to identify appropriate preventive tools to prevent dangerous and risky driver behavior. They will understand the basics of customer psychology, the manifestation and use of mental processes and states, abilities and personality traits in consumer decision-making and behavior.
Dziaková O., (2009) Vojenská psychologie, Praha: Triton
Matthews M. (2020) Head strong: how psychology is revolutionizing war, Oxford Univesity Press
Current research in peer-reviewed journals.
Supplementary literature:
Willing J., Babin L. (2017) Extreme Ownership, Timy Partners
Sinek S. (2021) The Infinity game, Jan Melvil publishing
Attendance of students is compulsory. Absence may be excused for serious personal or medical reasons. However, a maximum of up to 30% of the class. Students must notify the instructor of their absence in advance by e-mail. If the student fails to attend at least 70% of the class, he/she will be graded FX Active participation in the class is a prerequisite for passing the course. The grade will be determined by the completion of a seminar paper, the topic and content of which will be determined by the instructor.
Course evaluation:
100% continuous - active participation, submission of a term assignment specified at the beginning of the teaching part
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx
Slovak, English
Brief outline of the course:
The teaching will be composed of thematic areas:
- Introduction and definition of military psychology;
- Introduction to the psychological aspects of the military environment;
- Psychological counseling and psychological support programs in the military;
- military training and psychological mental preparation;
- building the mental resilience of soldiers;
- Values, culture of the organization.
100/0
This course is intended to provide a basic overview of psychology in the military system, in its applied form. Students will gain an overview of the work of a psychologist, the specifics relative to the performance environment or focus, and the application of psychology in the work environment.
Upon completion of the course, students will understand the basic principles of using knowledge from the study of psychology in an applied manner in the specifics of the military environment.
Cuthbert B. N. (2014). The RDoC framework: facilitating transition from ICD/DSM to dimensional approaches that integrate neuroscience and psychopathology. World psychiatry : official journal of the World Psychiatric Association (WPA), 13(1), 28–35. https://doi.org/10.1002/wps.20087
Insel, T., Cuthbert, B., Garvey, M., Heinssen, R., Pine, D. S., Quinn, K., Sanislow, C., & Wang, P. (2010). Research domain criteria (RDoC): Toward a new classification framework for research on mental disorders. The American Journal of Psychiatry, 167(7), 748–751. https://doi.org/10.1176/appi.ajp.2010.09091379
Morris, S. E., & Cuthbert, B. N. (2012). Research Domain Criteria: Cognitive systems, neural circuits, and dimensions of behavior. Dialogues in Clinical Neuroscience, 14(1), 29–37.
Stanton, K., McDonnell, C. G., Hayden, E. P., & Watson, D. (2020). Transdiagnostic approaches to psychopathology measurement: Recommendations for measure selection, data analysis, and participant recruitment. Journal of Abnormal Psychology, 129(1), 21–28. https://doi.org/10.1037/abn0000464
Tiego, J., Martin, E. A., DeYoung, C. G., Hagan, K., Cooper, S. E., Pasion, R., Satchell, L., Shackman, A. J., Bellgrove, M. A., & Fornito, A. (2023). Precision behavioral phenotyping as a strategy for uncovering the biological correlates of psychopathology. Nature Mental Health, 1(5), Article 5. https://doi.org/10.1038/s44220-023-00057-5
Hajdúk, M. (2020). Paranoja od psychopatológie po neurobiológiu. Bratislava: Univerzita Komenského. ISBN: 978-80-223-4995-6
Hajdúk, M. (2024). Schizofrénie: malá kniha o veľkej poruche. Bratislava: Univerzita Komenského. ISBN: 978-80-223-5845-3
Articles from teachers on individual topics
*Note: We chose the American Psychological Association (APA) citation format because it is the dominant international citation standard not only for psychology but also for other social and behavioral sciences. From the beginning, we consistently guide students to write consistently according to APA standards, which concerns not only citations but also text structure, table and graph formats, and other essentials. Foreign departments from Europe and the USA also follow the same procedure.
absences: A maximum of 2 absences are allowed, for which it is not necessary to bring proof. In case of more absences, the situation will be dealt with individually.
ASSESSMENT OF THE COURSE: The assessment is continuous and consists of two main parts: presentation of the selected research paradigm (60%) and continuous activities (elaboration of a study on the lecture topic and discussion - 40%).
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59-0% Fx.
Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
Current biobehavioral approaches to the study of psychopathology - Research Domain Criteria and its application
Behavioral paradigms - I - Experimental tasks
Behavioral paradigms - II - Assessment and coding of behavior
Behavioral Paradigms - III - Digital phenotyping and ESM
Psychophysiology I - EDA - Skin conductance components
Psychophysiology - II - Eye-tracking and pupil dilation
Practicals in the laboratory
100/0
The student should be able to describe current approaches in research of psychopathology that combine different methods of investigation: experiments, behavioral assessment, use of instruments to physiological measurement, etc. The student should be able to evaluate the relevance and applicability of these approaches and understand their connection to CNS functioning. Upon completion of the course, the student should be able to correctly select and apply new paradigms to study the psychopathological manifestations of depression, schizophrenia, and other psychiatric disorders. At the same time, the student will acquire basic skills in evaluating and interpreting the results of these research paradigms.
According to orientation of the thesis‘ topic
Submission of the thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The thesis is submitted in a printed version in two hard copies (at least one is in the hardcover) at the relevant department and in an electronic version via AIS. The work must meet the parameters specified in the Internal Regulation no. 12/2013 Directive of the Rector of Comenius University on the basic requirements for final theses, rigorous theses and habilitation theses, control of their originality, storage, and access to Comenius University in Bratislava. The provisions of article 27 of the Study Regulations of the Faculty of Arts of Comenius University apply to the evaluation of the master’s thesis as a subject of the state examination.
Grading scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
The violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
1. The contribution of the thesis for the given field of study depending on its nature and degree of study. The evaluation of the thesis takes into account whether the student adequately elaborate the selected topic at the level of scientific study with a representative selection of scientific literature, whether the chosen scientific procedures are appropriate, and whether he/she adequately works with hypotheses that can be verified. The thesis should be a contribution in the relevant field of study;
2. Originality of the thesis (the final thesis must not have the character of a plagiarism, must not infringe the copyrights of other authors), part of the documentation for the defense of the final thesis as a subject of state examination is the protocol of originality from the central register, to the results of which the supervisor and the opponent comment in their opponents’ reviews;.
3. Accuracy and correctness of the information provided by the sources, research results of other authors and author groups, precision of the description of methods and procedures of other authors or author groups;
4. Compliance of the structure of the final thesis with the prescribed composition defined by Internal Regulation no. 12/2013;
5. Respecting the recommended scope of the final thesis (the recommended scope of the master’s thesis is usually 50 - 70 standard pages - 90,000 to 126,000 characters, including spaces), the adequacy of the scope of the thesis is assessed by its supervisor;
6. Linguistic and stylistic level of work and formal arrangement;
7. The method and form of the final thesis defense and the student's ability to adequately respond to comments and questions within supervisor’s and opponent’s opinions on the thesis.
0/100
The student will know the basic procedures for writing a final thesis. They will understand the connection of theoretical knowledge to the research plan or research project of their work, including the formulation of a research problem, research questions, or hypothesis. Based on the literature review and consultations with their supervisor or consultant, the student will be able to elaborate the chosen topic at the level of scientific study with a representative selection of scientific literature, with appropriately selected scientific procedures and hypotheses that can be verified. The master’s thesis will be a contribution in the relevant field of study.