Scope, type/method of teaching and organisational form:

A total of 11 hours per semester (lecture + seminar), in a combined form

Student workload:

11 hours of teaching, 12 hours of preparation for on-line and off-line assignments for the thematic units of the course (as mentioned above); 31 hours of preparation for the presentation of the seminar paper and its written completion; 12 hours of preparation for the midterm test; 12 hours of preparation for the final test; 20 hours of preparation for the oral examination. 118 hours in total.

Teaching methods:

Lecture: lecture combined with discussion of the topic (concept); examples of application of knowledge about psychological development and research findings in this field in practice, specific topics for critical reflection on knowledge (development of knowledge, diversity of argumentation, current problems and open questions, etc.), convergent and divergent, closed and open questions, questions for further reflection and independent study (also with regard to the seminar, oral exam), etc. are given.

Seminar: discussion, e-learning, critical reflection on relevant video recordings, critical reflection on current basic and applied research on psychological development in the Slovak Republic and worldwide (monographs, journals, databases of scientific knowledge, case studies, etc.), work in small groups (pairs/triplets, etc.) on the assignment of solving a specific problem or application of knowledge from developmental psychology in practice (e.g. with regard to the developmental stage or scientifically up-to-date concept of developmental psychology, simulated examples of practice, case studies); cooperative, resp. group evaluation of inter-disciplinary (transdisciplinary) aspects of knowledge (perspectives of scientific development, innovations and their application, e.g. digitalization, robotization, convergent technologies and psychological ontogenesis, etc. ); presentation of the output (seminar paper) in a study group; written reflection on personal life path (psychological development) on the basis of the studied developmental psychological knowledge (recommended to continuously elaborate towards oneself, life path, experiences and environment, including the educational environment, i.e. other people, pupils, students).

Required reading:

Vágnerová, M., & Lisá, L. (2021). Vývojová psychologie. Dětství a dospívání. Karolinum. (selected parts)

Zacharová, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Univerzita Komenského v Bratislave, Pedagogická fakulta, Katedra psychológie a patopsychológie. (selected parts)

Recommended reading: (further study, seminar papers)

Monographs and teaching texts

Glasová, M. (1995). Vybrané kapitoly z vývinovej psychológie. S. 85 – 147. In Glasová, M., Páleník, Ľ., Solárová, E., & Štefanovič, J.: Vybrané kapitoly zo psychológie. Metodické centrum Tomášikova. (selecetd parts)

Langmeier, J., & Krejčířová, D. (2006). Vývojová psychologie. 2. aktual. vyd. Grada, 2006.

Šramová, B. (2007). Osobnosť v procese ontogenézy. Melius, 2007. (selecetd parts)

Periodicals and scientific databases

Developmental Psychology; Child Development; Psychológia a patopsychológia; Československá psychologie, Studia psychologica and others; PsycInfo and others

B-PSYex001 General Psychology

50% of continuous assessment + 50% of final assessment

The interim assessment includes an interim test (20% of the assessment), a presentation of the seminar work in the study group at the seminar and its written completion (30% of the assessment). The final assessment includes a final test (25% of the mark) and an oral examination (25% of the mark). To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

A (100-94%, excellent - outstanding performance; students correctly and actively reflect critically and creatively on both the knowledge and frameworks for further development of the discipline, including its meaningful integration with knowledge from other disciplines and its critical and creative application in assessing or even influencing psychological development in general, and specifically in themselves, students, or other learners);

B (93-86%, very good - above average standard; students critically reflect appropriately on both the knowledge and frameworks for further development of the discipline, including its meaningful integration with knowledge from other disciplines and its critical application in assessing and influencing psychological development in general, and specifically in themselves, pupils, or students);

C (85-76%, good - routinely reliable work; students are more or less good at critically reflecting on knowledge and current developments in the discipline, are aware of interdisciplinary contexts, and are able to apply knowledge in a fundamentally sound way to evaluate and influence psychological development in general, and specifically in themselves, pupils, or students);

D (75-68%, satisfactory - acceptable results; students are limited and/or moderately critical of knowledge and current developments in the discipline, know interdisciplinary contexts, and are broadly acceptable in their ability to apply knowledge in assessing psychological development in general, and in themselves, pupils, or students in particular);

E (67-60%, sufficient - results meet the minimum criteria, students only to a limited extent critically reflect independently on the knowledge and current development of the discipline, they are aware of interdisciplinary contexts, however, at least on the basis of the discussion, they are able to apply the knowledge correctly enough in the assessment of psychological development in general, as well as in themselves, prospectively in pupils or students);

Fx (59-0%, insufficient - further work, extra study required).

Slovak and Czech language primary and English language secondary (to deepen the study and activities of the seminar).

(1) The subject, methods of research in developmental psychology and its relation to related disciplines, further development (transdisciplinary relations). (2) General characteristics of psychological development: classification of developmental changes and processes, factors of psychological development, developmental norm, issues of periodization of psychological development and critical analysis, and current and prospective development of knowledge (incl. limits). (3) Theoretical models of psychological development in the context of the development of the discipline and new trends in research and its results: endogenistic, exogenistic and interactionist models of psychological development, their merits, and limits. (4) Motor development and its significance in overall psychological development: the laws and course of development of gross and fine motor skills, their relationship to overall psychological development. Play and drawing and its place in psychological development (development and characteristics of play and drawing in the context of motor, cognitive and social development). (5) Cognitive development: the development of cognitive psychological functions, also in relation to basic theoretical concepts (perception, attention, memory, imagination, thinking, speech, and its relevance to overall psychological development, human action, and the regulation of behaviour). (6) Personality development: the formation of self and psychological identity (self-image, self-concept, self-esteem), needs, values, and interests and their formative factors (family, school, peer group, friends, culture) and the cognitive contribution of the major theories of personality development. Interpersonal bonding (relational bonding/attachment): theory and empirical findings. Emotion development: stages and factors of emotion development in the context of socialization (differentiation of emotions and their expression, emotional intelligence, emotional regulation with respect to stages of development). Psychosexual development: the physical and psychological components of human sexuality and its development (psychosexual orientation, gender, gender role, the concept of gender and psychosocial development). (7) Social development: the development of the social self, social understanding and social relationships and the socialization of the individual (processes of socialization in the context of development and the critical social group - family, school, play/peer group, collective with respect to current socio-cultural challenges). Moral development: psychological conceptions of moral development (conditions and developmental stages, moral judgement and moral action /prosocial behaviour, moral character, moral values, moral sentiments, and moral identity; self-discipline and empathy). (8) Methods of psychological developmental assessment: developmental screenings and scales and their diagnostic possibilities, aspects of school maturity. Characteristics of psychological developmental attainment at different ages of lifelong development (from conception to old age): developmental tasks, changes, and traits physical (growth and maturation of the organism), psychological and social (perception, imagination, thought and speech, personality and emotionality, motivation, values, interests, moral development, individuation, social interaction, social cognition).

Note: In particular, thematic units 4 - 8 explicitly and specifically implicitly develop psychological literacy to varying degrees and promote the coexistence of multiple competencies of prospective psychology teachers at the undergraduate level, including the use of particular methods of teaching and learning (especially in seminar activities, seminar work, and written critical reflection of knowledge by the student), as mentioned above, in accordance with the profile of the graduate.

50% priebežného hodnotenia + 50% záverečného hodnotenia

The aim of the course Developmental Psychology (which as a basic psychological discipline is an integral part of the systemic core knowledge framework of the study field of psychology teaching in combination) is to provide graduates with a fundamental and up-to-date scientific and empirical framework of knowledge from the contemporary developmental psychology on the basis of its successful completion. They are thus prepared for the study of other psychological or other relevant disciplines of their study programme, in addition to further developing their psychological literacy (the ability to assess psychological development, including in themselves) and thus preparing themselves for the profession of psychology teacher (as recommended, among others, by the documents of the Slovak Association for the Teaching of Psychology (SAUP) and the European Federation of Psychology Teachers' Associations (EFTPA)).

By successfully completing the course, students will have critically mastered (to the extent indicated in the grading scale above) the following current theoretical and empirical areas of knowledge in developmental psychology (the subject and methods of research in developmental psychology, the conceptual system of developmental psychology, inter- and transdisciplinary relationships, and the possibilities of application; theories and models of psychological development, laws of psychological development; conditions and characteristics of the course of developmental changes of individual psychological functions, personality and social competence in the context of lifelong human development; basic psychological methods and techniques of developmental level assessment; current areas of research and development in developmental psychology and their results).

After successful completion of the course, students of psychology teaching should use the knowledge and skills acquired not only in further studies (as mentioned above), but also fundamentally in planning methodology or research in their final undergraduate thesis; in practice, prospectively at the level of assistive participation in the teaching of psychology and in preventive counselling and educational activities in the school system (towards the assessment and optimisation of the developmental conditions of specific pupils or students and the solution of potential developmental problems, in this respect also by co-working with other school staff and parents, etc.).

In addition, the specific educational methods (mentioned above) will contribute to the further development of their functional literacy in coexistence with the growth of other areas of psychological literacy, especially interactive and critical literacy, also for the sake of further higher education opportunities (meta-cognitive, critical thinking, convergent and divergent thinking, creativity, and other transferable competences) and gradual preparation for successful practice in line with the profile of graduates of the bachelor's degree in psychology teachers (i.e. thinking in contexts, including systemic ones, self-knowledge and self-management, increased motivation to learn, improved study skills, digital, organisational skills, etc.).

The course contributes directly to the gradual development of disciplinary and subject competence, implicitly to the development of disciplinary-didactic and educational competence, as well as personal, communicative, and relational competence, which are part of the professional competences of teachers, through its content and methods of education.

Scope, type/method of teaching, and organizational form:

5 hours per semester, seminar, combined form (on-site + distance)

Student workload:

5 hours of teaching, self-study (17 hours) per semester; 25 hours of preparation for the midterm test; 15 hours of preparation for the seminar paper, and 35 hours of preparation for the final test and oral examination. A total of 97 hours of work.

Teaching methods:

Lecture with multimedia support, dialogical and discussion methods, demonstration of analysis of a scientific text, critical analysis of the methodological aspect of a scientific study, and self-study.

Compulsory readings:

APA (2021). Journal Article Reporting Standards Manuals Qualitative/Quantitave (JARS), https://apastyle.apa.org/jars/glossary.

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

Recommended readings:

Breakwell, G. M., Smith, J. A., & Wright, D. B. (eds.) (2009). Research methods in psychology. Sage Publications Ltd.

Disman, M. (2011). Jak se vyrábí sociologická znalost. Karolinum.

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

Reichel, J. (2009). Kapitoly metodologie sociálních výzkumů. Grada.

B-PSYde001 General Psychology

50% of the interim assessment + 50% of the final assessment

The interim assessment includes a midterm test (30% of the assessment) and group work (critical analysis and presentation of the methodological framework of the assigned psychological research, 20% of the assessment). The final assessment includes a final test (30% of the mark) and an oral examination (20% of the mark). The oral examination is conducted in smaller groups and takes the form of an analysis of the methodological framework of the selected research study or questions focusing on methodology and research in the field of psychology. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale of:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required.

Grade A: the student has an excellent understanding and reflection of the basic methodological frameworks used in the design of psychological research. The student has a very good understanding of the content and structure of these frameworks and can clearly identify their different parts in selected psychological studies.

Grade B: the student adequately understands and reflects on the basic methodological frameworks used in the design of psychological research. The student has a good understanding of the content and structure of these frameworks and can identify the vast majority of the individual parts in selected psychological studies.

A grade of C is awarded if the student predominantly understands and reflects on the basic methodological frameworks used in the design of psychological research. The student is familiar with the content and structure of these frameworks and can identify the most crucial individual parts in selected psychological studies.

Grade D is earned if the student has an average understanding and reflection of the basic methodological frameworks used in the design of psychological research. The student is familiar with the content and structure of these frameworks and can identify only some of the individual parts in selected psychological studies.

Grade E: the student has only a limited understanding and reflection of the basic methodological frameworks used in the design of psychological research. The student is familiar with the content and structure of these frameworks but finds it difficult to identify their individual parts in selected psychological studies without help.

A grade of Fx indicates that the student needs additional study to gain the necessary knowledge.

Slovak, Czech, and English language

Course outcomes of the subject (content):

1. The emergence of research problems. Objectives of scientific investigation. The language of science. Paradigm, theory, research, methodology, method. History of psychological research. Research as a scientific method of knowledge.

2. IMRaD. Research preparation. Research project: theoretical, methodological, and implementation part.

3. Ethics in research.

4. The relationship between theory and empirics in research. Psychological research: specifics and definition. Basic types of research. 20th century - crisis in research, current challenges in the 21st century.

5. Research structure and strategies. Quantitative and qualitative approaches.

6. Basic data collection techniques: observation, experiment, interview, focus groups, questionnaire, psychological test, case study, document study/analysis, semantic differential.

7. Outcomes in psychological research: evaluation and interpretation of quantitative and qualitative data. Secondary data analysis and meta-analysis.

8. Discussion in research, peer-review, publication of results, and new trends in research methodology.

50% of the interim assessment + 50% of the final assessment.

The student will gain an overview of the knowledge of the methodology of psychology, learn the standard framework of scientific text processing in psychology (IMRaD), and adopts the ability to critically analyse the methodology of psychological studies when working independently with scientific texts. Additional knowledge includes: how knowledge is constructed in the social sciences; theoretical information about the design of psychological research projects; and the functions and types of research. The student should also learn to understand the social embeddedness of science and the ethical issues of research; critically evaluate the methodological framework of research studies; navigate information in scientific studies and the scientific literature correctly. The student is able to identify relevant literature that may be enriching to his/her teaching practice and is able to critically evaluate it based on the qualitative level of its methodological framework.

Scope, type/method of teaching and organizational form:

5 hours per semester, lecture and seminar, combined form (full-time+distance).

Student workload:

5 hours of teaching, self-study per semester (17 hours); 15 hours of preparation for the midterm test; 25 hours of preparation for the midterm assessment (group work + reflective journal), 10 hours of preparation for the assignments carried out in the seminar, 28 hours of preparation for the final test and oral examination. Total 100 hours of work.

Teaching methods:

lecture with multimedia support, dialogical and discussion methods, psychological games, demonstration, critical analysis of psychological theory, methods of working with text (work with information sources) analysis of case studies, reflective diary

Compulsory readings:

Masaryk, R. (2013). Medzi človekom a ľuďmi. IRIS.

Nolen-Hoeksema, S., Fredrickson, L. B., Loftus, G. R., & Wagenaar, W. A. (2012). Psychologie Atkinsonové a Hilgarda. 3. aktualizované vydání. Portál. (Kapitola: Sociální chování).

Recommended readings:

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

Hayesová, N. (2011). Základy sociálnej psychológie. Portál.

Jursová Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, L., & Sokolová, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského.

Lemešová, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, 146-168.

Petrík, J., & Popper, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.

Petrík, J., Uhrecký, B., Popper, M., & Nôtová, L. (2021). Coworking with Roma: Exploration of Slovak majority’s cooperation intention using content analyses and networks of free association. Human Affairs, 31(2), 194-211.

Sollárová, E., Slaměník, I., & Výrost, J. (2019). Sociální psychologie. Teorie, metody, aplikace. Grada.

Vybíral, Z. (2015). Lži, polopravdy a pravda v lidské komunikaci. Portál.

B-PSYex001 General psychology

50% of continuous assessment + 50% of final assessment

The interim assessment includes a midterm test (30% of the grade), group work (elaboration and presentation of assigned social psychological research in a study group, 15% of the grade) and its reflection (5%). The final assessment includes a final test (30% of the mark) and an oral examination (20% of the mark). The oral examination is conducted in smaller groups and takes the form of an analysis of case studies or questions focusing on the field of social psychology. Credit will not be awarded to a student who scores less than 50% on any of the assignments. A minimum score of 60% is required to pass the course.

Grades are awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

At grade A, the student knows and reflects on both the knowledge and key frameworks of social psychology, including their integration with knowledge from other related disciplines, is well versed in current developments in the discipline, and applies the knowledge gained meaningfully, critically, and creatively in evaluating and influencing group events from the perspective of the individual and the group, as well as specifically in relation to the future target group (the school classroom).

At grade B, the student knows and reflects on the knowledge and frameworks of social psychology, including their integration with the knowledge of other related disciplines, is very well oriented in the current development of the discipline, almost always meaningfully and creatively applies the acquired knowledge in evaluating and influencing group events from the perspective of the individual and the group, but also specifically in relation to the future target group (the school class).

A grade of C is awarded if the student predominantly knows and reflects on both the knowledge and key frameworks of social psychology, understands the interdisciplinary contexts, and can apply them correctly in most cases in evaluating and influencing group events from the perspective of the individual and the group, but also specifically in relation to the future target group (school class).

A grade of D will be awarded if the student knows both the knowledge and key frameworks of social psychology at an average level, understands the interdisciplinary contexts, and applies the acquired knowledge with greater guidance in evaluating and influencing group events from the perspective of the individual and the group, but also specifically in relation to the future target group (school classroom).

In assessment E, the student has a relatively limited but sufficient knowledge and understanding of social psychology, at least partially understands the interdisciplinary context, can apply the knowledge at least at a minimal level in evaluating and influencing group events from the perspective of the individual and the group, but also specifically in relation to the future target group (school class).

A grade of Fx indicates that the student needs additional study to acquire the necessary knowledge.

Slovak, Czech and English

1. Introduction to the study of social psychology: the subject, methods, and history of social psychology.

2. Socio-cultural determination of the psyche: man, society and culture.

3. Socialization of the individual: definition and nature of socialization, means and methods of socialization, theories of socialization.

4. Social cognition: perception of others, interpersonal attraction, determinants influencing impression formation, attribution theories.

5. Social communication: definition, communication process, nonverbal communication (gestures, facial expressions, spatial location, movements, touching, paralinguistics), verbal communication, lying or manipulating reality as part of communication.

6. Attitudes: definition, functions and structure of attitudes, formation and change of attitudes, measurement of attitudes.

7. Social groups: classification and characteristics of social groups, group influence, group structure and development, group dynamics, group performance, the school classroom as a social group.

8. Social interaction: social facilitation and idleness, conformity, obedience, group processes (group polarization, communication, thinking), competence, cooperation, leadership.

9. Social behaviour: social norm, prosocial behaviour, aggressive behaviour, mob behaviour, conflict.

10. Practical application of social psychology: application of social psychology, social psychological personality problems of male and female teachers, social psychological training, social psychology, and mental health.

The aim of the course is to enable students to gain a basic overview of theories and knowledge in social psychology (which is part of the core disciplines of psychology) and to acquire the ability to work critically with knowledge from this field. It is also an important foundation for further study and success in the teaching profession.

Upon completion of the course, the student will be able to:

- define and explain basic social-psychological mechanisms and phenomena as well as basic social-psychological experiments and their aspects,

- identify social-psychological mechanisms and phenomena in their everyday life and in their functioning in different social groups as well as in the school classroom from the perspective of educational practice,

- critically assess the impact of the cultural and social environment on the individual (or group),

- recommend practices leading to changes in areas such as social perceptions, attitudes, modes of communication or group phenomena,

- give practical examples of these phenomena in the school environment, but also in the family environment or in related disciplines (health, management, marketing, etc.).

Scope, type/method of teaching and organizational form:

11 per semester; lecture and seminar, combined method (mostly full-time + distance)

Student workload:

11 hours of teaching, 33 hours of self-study per semester, 16 hours of seminar paper preparation, 30 hours of exam preparation, total 90 hours of work.

Teaching methods:

lecturing, instruction, discussion on a selected topic, case studies, brainstorming, work with professional text and information sources.

Compulsory readings:

Drapela, V. J. (1997). Přehled teorií osobnosti. Portál.

Recommended readings:

Fábik, D., & Fábiková, J. (2021). Humanistická psychoanalýza Ericha Fromma: základné princípy v komparácii s klasickou psychoanalýzou. Psychiatria-Psychoterapia-Psychosomatika. 28(1), 30-37.

Fábik, D. (2021). Obranné mechanizmy v sne. Psychoterapie. 15(2), 122-133.

Hall, C.S., & Lindzey, G. (1997). Psychológia osobnosti. SPN.

PSYex005 Developmental psychology

50% of the interim assessment and 50% of the final assessment.

Interim assessment is 50% of the grade, the student will prepare a seminar paper. The final assessment consists of a written knowledge test (30%) and an oral examination (20%). To pass the course, a minimum of 60% marks is required.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

For grade A, the student produces excellent results continuously throughout the semester, is capable of independent study and critical comparison of professional texts in personality psychology, is proficient in the fundamentals of personality psychology as a scientific discipline, including their meaningful integration with the knowledge of other disciplines, is able to practically apply theoretical knowledge on the basis of his/her knowledge to the elaboration of the assigned tasks.

For a grade of B, the student achieves above-average results during the semester, is capable of independent study and adequate critical comparison of professional texts in personality psychology, is proficient in the fundamentals of personality psychology as a scientific discipline, including their reasonable integration with the knowledge of other disciplines, is able to apply theoretical knowledge practically on the basis of his/her knowledge to the elaboration of the assigned tasks.

For a grade of C, the student performs standardly well during the semester, is average in independent study and critical comparison of professional texts in the psychology of personality, achieves an average level of theoretical knowledge of the subject matter and the ability to practically apply theoretical knowledge to the development of the assigned tasks.

For grade D, the student is capable of a weaker level of independent study and critical comparison of professional texts in the psychology of personality, he/she has moderate deficiencies in the theoretical knowledge of the subject matter, the ability to practically apply theoretical knowledge to the elaboration of the assigned tasks is a problem for the student.

For grade E the student fails in some of the assigned tasks, lacks the ability to study independently and critically compare professional texts in the psychology of personality, has deficiencies in theoretical knowledge, fails in the practical application of theoretical knowledge to the development of the assigned tasks.

A grade of Fx means that the student needs additional study to acquire the necessary knowledge.

Slovak and Czech language

1. Basic definition and concepts of personality psychology - structure and dynamics of personality.

2. Concepts of the psychoanalytic approach - the structure of personality according to S. Freud, defence mechanisms of A. Freud and their relation to psychological difficulties in the educational environment (burnout syndrome, depression, etc.).

3. Individual and analytical psychology - the desire for power according to A. Adler, the need for power in pupils in the educational environment; C. G. Jung's archetypes, the acceptance of archetypal tendencies and their relation to the educational process.

4. Humanistic psychoanalysis of E. Fromm and K. Horney.

5. Behaviorism and neobehaviorism - the concept of behaviourism of E. L. Thorndike, J. B. Watson, operant conditioning B. F. Skinner and its significance in teacher-student interaction, social learning of A. Bandura - the teacher as a role model, M. E. P. Seligman's theory of learned helplessness, N. E. Miller and J. Dollard's synthesis of behaviourism and psychoanalysis.

6. Humanistic psychology - concepts of A. H. Maslow, V. E. Frankl, C. Rogers, self-actualization, and the promotion of the self-actualizing instinct as the goal of the educational process.

7. Trait approaches of R. Cattell, H. J. Eysenck, G. W. Allport.

8. Cognitive approach to understanding personality according to G. A. Kelly, K. Lewin.

9. Psychological methods of cognition of personality.

10. Psychological approaches and their significance in pedagogy.

50% of the interim assessment and 50% of the final assessment

:

The aim is to know the psychological theoretical foundations of personality formation and to get a basic overview of the directions and approaches in personality psychology.

After completing the course, students must correctly

know:

• the basic components of personality

• the theoretical foundations of personality psychology

• the basic theories of personality

• methods of personality research

understand:

• the basic principles of personality formation

• the structure of personality

• the basic peculiarities of personality development in norm and pathology.

be able to:

• use the psychological principles of personality formation to develop the cognitive, affective qualities and abilities of pupils and students

• integrate different psychological approaches into a holistic understanding of personality

• develop the different components of the educational process in the context of the personalities of pupils in the classroom

• to use an empathetic approach and to promote pupils' and students' self-actualising tendencies

• critically analyse and compare information in the literature.

Scope, type/method of teaching, and organizational form:

5 hours per semester, seminar, combined form (full-time + distance)

Student workload:

5 hours of combined teaching, self-study (17 hours) per semester; continuous preparation for class (12 hours); creation of 2 x set of teaching materials (20 hours), total of 54 hours.

Teaching methods:

Lecture, guided discussion, problem-solving, experiential methods, creation of concept maps, guided self-study, work with didactic text and information sources, critical analysis of psychology textbooks, and work with MS Teams.

Required reading:

Hamranová, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: Sokolová, L. et al. (eds.): Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. s. 33-36. Dostupné online:

https://ebin.pub/psychologia-v-kole-zbornik-prispevkov-z-medzinarodnej-vedeckej-konferencie-9788022334839.html

Sokolová, L., Lemešová, M., Masaryk, R., Kanisová, D., Bašnáková, J., & Kostovičová, L. (2013). Psychológia v sekundárnom vzdelávaní. Bratislava: Univerzita Komenského, 2013. (kap. 1 a 4).

Sokolová, L. 2015. Metódy vyučovania psychológie a predmetov osobnostného a sociálneho rozvoja. Univerzita Komenského, 2015. (kap. 1-4).

Recommended reading:

Kosíková, V. (2011). Psychologie ve vzdělávání a její psychodidaktické aspekty. Grada, (kap. 2).

Lemešová, M., Hamranová, A., Minarovičová, K., Sabová, L., & Sokolová, L. 2017. Psychológia zážitkom. Metodická príručka. Univerzita Komenského.

Lemešová, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0. Slovenská asociácia pre učiteľstvo psychológie. (kap. 1-2).

Sokolová, L., Lemešová, M., & Jursová Zacharová, Z. (2014). Psychologická príprava budúcich učiteľov a učiteliek: Inovatívne prístupy. Univerzita Komenského. (kap.1-2).

Sokolová, L. (2010, 2013). Didaktika psychológie. Univerzita Komenského. (kap. 1-2).

Škoda, J., & Doulík, P. (2011). Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Grada. (kap. 6)

Vybrané učebnice psychológie pre stredné školy.

Vybrané učebnice občianskej náuky pre 7. roč. ZŠ.

B-PSYex001 General psychology

100% of the interim assessment.

Interim evaluation includes the performance of interim tasks according to the assignment: creation and presentation of 2 x sets of teaching materials for primary and secondary schools on a selected topic, i.e. 1 x psychological topic according to the content of the subject civics for 7. year. Elementary school, 1 x psychological topic from the selected textbook of psychology for secondary schools (50% + 50% of the evaluation). Each developed set of teaching materials includes a worksheet on the topic for class work (10% of the evaluation), a concept map on the selected topic (10% of the evaluation), an experiential activity for class work to develop the selected topic (10% of the evaluation), a critical analysis of the textbook with which the students worked (10% of the evaluation), adherence to the topic, originality, formal and professional correctness of its processing and presentation (10% of the evaluation).

A minimum of 60% of the total score is required to pass the course.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding results),

B (93-86%, very good – above-average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A - the student continuously produces excellent results during the semester, is capable of independent study and critical comparison of professional texts in the teaching of psychology, is proficient in the fundamentals of teaching psychology as a scientific discipline, including their meaningful integration with the knowledge of other disciplines, is able to practically apply theoretical knowledge on the basis of his/her knowledge to the elaboration of the assigned tasks;

B - the student has achieved above-average results during the semester, is capable of independent study and adequate critical comparison of professional texts from the teaching of psychology, and knows the basics of teaching psychology as a scientific discipline, including their appropriate integration with the knowledge of other disciplines, is able on the basis of their knowledge to practically apply theoretical knowledge to the development of the assigned tasks;

C - during the semester, the student performed standardly well, the ability of independent study and critical comparison of professional texts from the teaching of psychology is average, the theoretical knowledge of the subject matter is at a good level, and the ability to practically apply theoretical knowledge to the development of the assigned tasks is average;

D - the student's ability of independent study and critical comparison of professional texts from the teaching of psychology is at a weaker level, the theoretical knowledge of the subject matter is moderately deficient, and the ability to practically apply theoretical knowledge to the development of the assigned tasks is a problem for the student;

E - the student fails in more than one of the assignments, lacks the ability of independent study and critical comparison of professional texts from the teaching of psychology, has deficiencies in the theoretical knowledge, and fails in the practical application of theoretical knowledge to the development of the assigned tasks.

FX - the student has not sufficiently fulfilled the requirements for passing the course and extra work is required.

Slovak and Czech language

1. History and concept of teaching psychology in secondary and tertiary education in Slovakia and abroad.

2. The status of the subject of psychology in the curricula of grammar schools and secondary vocational schools.

3. General aims of psychology education in higher secondary education.

4. Analysis of content and performance standards of the subject of psychology at different types of schools, basic pedagogical documentation.

5. Development of key competencies and personal and social development in the subject of psychology.

6. Specifics of teaching psychology: motivation and expectations of male and female students in teaching psychology.

7. Psychological literacy and psychological thinking - concepts and methods of their research and development.

8. Theoretical foundations of didactics of psychology.

9. Psychodidactic aspects of teaching psychology.

10. - 11. Teaching psychology in interdisciplinary contexts and inter-subject relations. Social-psychological training and subjects of personal and social development.

100% of the interim assessment

The aim of the course (as a key component of the gradual practical preparation for a profession in the field of psychology teaching in combination at the bachelor's degree) is to gain an overview of the tradition, concepts, objectives, and content of psychology teaching in Slovakia and abroad (documents and recommendations of SAUP and EFPTA), to realize the importance of psychological education in the context of the general objectives of education and professional training for a profession.

Student after completing the course:

- knows the specifics of teaching psychology as a secondary school subject,

- is able to navigate in the pedagogical documentation of the subject of psychology and critically analyze it,

- knows the basic principles and bases for the development of psychological thinking and psychological literacy in the subject of psychology,

- knows the theoretical foundations of the didactics of psychology,

- understands the psychodidactic aspects of teaching psychology,

- can creatively apply the acquired theoretical knowledge to the preparation of selected teaching materials,

- can critically assess the suitability of the developed teaching materials and provide constructive feedback.

Scope, type/method of teaching and organisational form:

11 hours per semester, lecture and seminar, combined form (full-time + distance)

Student workload:

11 hours of direct teaching; intermediate preparation (35 hours); preparation for intermediate test (20 hours); preparation of seminar paper - output in video format (15 hours); independent work with literature (13 hours); preparation for final exam (26 hours). Total 120 hours.

Teaching methods:

Lecture - lecture, group discussion, heuristic method, analysis of videos and real situations. Seminar - didactic, psychological and cooperative games, analysis of problem situations, guided self-study and work with text.

Compulsory readings:

Čáp, J., & Mareš, J. (2007). Psychologie pro učitele. Portál.

Jedlička, R., Koťa, J., & Slavík, J. (2018). Pedagogická psychologie pro učitele. Psychologie vo výchově a vzdělávaní. Grada. (vybrané kapitoly: 1.., 2., 3.2, 3.3. 3.4., 3.5, 3.6 ale aj 4., 5.6 a 9).

Recommended readings:

Jursová Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ., & Sokolová, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského. (vybrané kapitoly: 2.2. Rozdielnosť detí – pohľad spoza učiteľskej katedry a 2.3 Rastové alebo fixné nastavenie pri vnímaní rozdielnosti, 2.4 Predsudky učiteľov a učiteliek voči rómskemu etniku vo vzťahu k inklúzii).

Sokolová, L., Jursová Zacharová, Z., Lemešová, M., Cabanová, K., & Šramová, B. (2015). Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Univerzita Komenského. 7-69.

Veselský, M. (2007). Pedagogická psychológia 1. Teória a prax. Univerzita Komenského.

Websites:

Asociácia školskej psychológie - http://www.aspsr.sk/skolska-psychologia.

Pedagogická a školská psychológia (Učebnica) https://pdf.truni.sk/e-ucebnice/psp/.

Časopis: Školní psycholog/Školský psychológ: https://journals.muni.cz/skolnipsycholog/index.

VUDPaP: www.vudpap.sk.

B-PSYex005 Developmental psychology

50% of the interim evaluation + 50% of the final evaluation

There will be one written examination during the semester with the possibility to get 30 points, students and present a seminar paper of max. 20 minutes + 10 minutes discussion or make the output interactive in the way of PepTalk/TedTalk, or as a video presentation (of students' choice) ( max. 15 points), the level of giving feedback in the group (5 points). The exam will consist of a written part (30 points) and an oral part (20 points). Credit will not be awarded to a student who scores less than 50% on any of the assignments. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

For a grade of A, the student needs to produce consistently excellent results, be able to study independently, and be able to reflect on the problems presented. The student is able to navigate a variety of literary sources of information and is able to select relevant sources for his/her study, is able to analyze and select professional or scientific information and to present to a group, is proficient in the basics of educational psychology and is able to apply this information in practice. They are also able to self-reflect, receive feedback, and give feedback to others.

A grade of B means that the student achieved above average results throughout the semester, was capable of independent study, knows basic information related to educational psychology, can navigate the literature study, can apply the acquired knowledge to practice in educational work with children and pupils, is capable of self-reflection, accepting feedback and providing feedback to others, there are moderate deficiencies in his/her creative and critical thinking.

A grade of C means that the student has performed well during the semester, his/her theoretical knowledge of the subject matter is at a good level, but the ability to apply this knowledge quite correctly, to critically evaluate and compare individual literary sources and psychological knowledge is lacking. Minor shortcomings are evident in the ability to work with feedback and in the area of self-reflection.

A grade D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information independently and has problems in correctly applying knowledge to practice, presentation skills and the ability to give feedback are at a weaker level.

A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and collate multiple pieces of knowledge, and more often fails to think critically and apply theoretical knowledge to practice, but knows most of the theoretical knowledge in the course and presentation skills and the ability to give feedback are at a borderline level of proficiency.

A grade of Fx indicates that the student needs additional study to acquire the necessary knowledge.

Slovak language (active), Czech language and English language (passive - reading literature, understanding videos

1. System and methods of educational psychology. Determinants of individual psyche formation in the context of education and teaching/learning.

2. Psychological issues of learning. The concept of learning in terms of psychological theories of learning, types of learning, laws of learning, control of learning processes, motivation, and its influence on learning.

3. Cognitive and learning styles.

4. Social-psychological cognition in the pedagogical space (impression formation, distorting mechanisms in assessing performance or learning success, attitudes, stereotypes).

5. Communication in the pedagogical process - verbal and non-verbal communication, conflict situations and their resolution.

6. Teacher's strategies in classroom management, teacher's social-psychological competences.

7. Psychological analysis of success and failure of pupils or students in school. Psychological aspects of the personality of the teacher/person working with the child. Performance of pupils/students and teachers.

8. Psychological issues in education, logical implications.

9. Individual characteristics of pupils/students with giftedness and behavioural disorders.

10. Individual characteristics of pupils/students with learning disabilities.

11. Individual characteristics of pupils/students and working with them. Multiculturalism, culture of poverty.

50% of the interim evaluation + 50% of the final evaluation

The aim of the course - which is another supporting component in the core of basic psychological disciplines, important in the profile of graduates of the field of psychology teacher education combined already at the bachelor's degree - is to make graduates know how to navigate the basic theoretical and empirically research-based knowledge of educational psychology. Students will be able to use this knowledge in their further studies and later in educational practice. They will be able to take a creative and active approach to working with children and pupils/students in school, know their motivation, learning styles and be able to select the right way of learning in individual conditions when working with a child/student, distinguish between different educational styles and educational situations, understand pupils' failure to thrive and know how to motivate them. They will also be able to assess, analyse and compare information, be able to think critically and evaluate different models of learning and working with children/students. In addition, they will further develop (transferable competences) their presentation skills, working with modern technologies, the ability to self-evaluate and give feedback.

Scope, type/method of teaching, and organizational form:

5 hours per semester, practicum, combined form (on-site + distance)

Student workload:

5 hours of combined teaching + self-study (17 hours) per semester; 16 hours of preparation for the midterm test; 12 hours of individual processing of statistical assignments. A total of 50 hours of work.

Teaching methods:

Lecture and lecture with multimedia support, dialogical and discussion methods, demonstration of analysis of a scientific text with a focus on statistical methods, simulation of the procedure of creating statistical output, instruction on individual statistical tests, and self-study.

Compulsory readings:

Guráň, P., Fero, P., & Ritomský, A. (2018). Základy spracovania sociologických dát pomocou SPSS.

Recommended readings:

Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.

Goss-Sampson, M. A. (2019). Statistical Analysis in JASP: A Guide for Students.

Harris, P. (2008). Designing and reporting experiments in psychology. McGraw-Hill Education.

Somorčík, J., & Teplička, I. (2015). Štatistika zrozumiteľne. ENIGMA Publishing.

Terek, M. (2017). Interpretácia štatistiky a dát. 5.vyd. Equilibria.

B-PSYex006 Methodology of Psychological Research

100% of the interim assessment

The interim assessment includes a knowledge test (60% of the assessment) and a seminar paper (40% of the assessment). To pass the course, a minimum score of 60% is required. The seminar work consists of the submission of four seminar assignments (4 x10 points) consisting of the application of the acquired knowledge to a data set (description, inference, correlation, substantive significance). The test consists of a theoretical part focusing on basic statistical concepts and an application part working with a basic dataset.

The assessment is given on a scale:

A (100-94%, excellent - excellent results),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required

Grade A: the student has an excellent understanding of the terminology and principles of data collection and evaluation in psychology. The student is able to apply the knowledge to a high degree when working independently with a statistical program and also to perform basic operations of descriptive statistics on a basic data set as well as simple operations of inferential statistics and correlation without errors.

Grade B: the student has an adequate understanding of the terminology and principles of data collection and evaluation in psychology. The student is able to apply the knowledge to a sufficient extent in independent work with a statistical program and also to perform basic operations of descriptive statistics and correlation on a basic data set without errors.

A grade of C is awarded if the student has a predominant understanding of the terminology and principles of data collection and evaluation in psychology. The student is able to apply the knowledge to a sufficient extent in independent work with a statistical program and also to perform basic operations of descriptive statistics and correlation on a basic data set without serious errors.

A grade of D is earned if the student has an average understanding of the terminology and principles of data collection and evaluation in psychology. The student is able to apply the knowledge to a sufficient extent in independent work with a statistical program and also to perform basic operations of descriptive statistics without serious errors. The student understands theoretically the principles of correlation and inferential statistics without being able to calculate them correctly in a statistical program.

Grade E: the student has only a limited understanding of the terminology and principles of data collection and evaluation in psychology. The student can apply the knowledge in independent work with a statistical program only to a small extent and only at the level of descriptive statistics.

A grade of Fx indicates that the student needs additional study to acquire the necessary knowledge.

Slovak and English language

It is necessary to have the latest version of IBM-SPSS installed, or a similar free software alternative such as JASP or Jamovi.

1. Research problem, operationalization, research/theoretical hypotheses, research designs.

2. Introduction to SPSS, data description (mean, median, variability, etc.).

3. Correlation versus causality, introduction to working with and sorting data.

4. Tests of normality and data distribution, basic data visualization.

5. Inferential tests, null hypothesis, between-subjects, and within-subjects designs.

6. Substantial significance, Bonferroni correction.

7. Validity and reliability of tests.

8. Moderator, mediator, correlation, regression.

100% of the interim assessment

The main aim of the training is that during the exercises the students will practically master the basic methods of analysis and interpretation of quantitative data in the field of psychological research. They will also use them in the study of other disciplines, possibly in research for their bachelor thesis. The students will master the skill of working with a selected statistical data processing program. The students will learn how to store collected data, carry out their description, and name key outcomes relevant also for pedagogical practice using empirical procedures of analysis and comparison with respect to the defined research problem. The students will understand the benefits of applying statistical procedures in pedagogical practice and gain the ability to interpret and critically evaluate relevant data.

Scope, type/method of teaching, and organizational form:

5 hours per semester, lecture and seminar, combined form (on-site + distance)

Student workload:

5 hours of teaching, self-study (17 hours) per semester; 8 hours of seminar work editing and editing professional texts; 20 hours of final seminar work. Total 50 hours of work.

Teaching methods:

Lecture with multimedia support, group discussions on edited texts, demonstration of analysis of stylistics of a scientific text, demonstration of creation and improvement of the content goal of a scientific text and subsequent simulation of the procedure, systematic reflective editing of processed texts.

Compulsory reading:

Petrík, J., & Kernová, L. (2020). Metóda reflektívneho písania vo výučbe akademického písania u študentov psychológie: obsahová analýza osvojených zručností. Psychológia a patopsychológia: študentská vedecká konferencia. Univerzita Komenského.

Staroňová, K. (2011). Vedecké písanie. Osveta.

Recommended readings:

Katuščák, D. (2007). Ako písať záverečné a kvalifikačné práce. Enigma.

Meško, D., Katuščák, D., & Findra, J. a kol. (2006). Akademická príručka. Osveta.

Vydra, A. (2010). Akademické písanie: Ako vzniká filozofický text. Trnavská univerzita.

B-PSYex006 Methodology of psychological research

100% of the interim evaluation

Seminar work - elaboration of a professional text according to the assignment 50% of the mark. The remaining assessment consists of in-class sub-assignments using reflective writing techniques - students assess each other's completed texts and then incorporate changes for improvement identified by the team. Students receive 10 points for each improvement and editing of the text in class before handing in the final text. A minimum score of 60% is required to pass the course.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required.

Grade A: the student is able to analyse and produce texts with a psychological orientation in an excellent manner. The texts produced, make use of, and synthesise modern sources from psychology and relevant disciplines and answer predetermined professional questions in an interesting way. The student is also able to edit mistakes in other professional texts to a high standard and suggest modifications to improve the quality of the texts stylistically and in terms of content.

Grade B: the student is able to analyse and produce texts with a psychological orientation reasonably well. The texts produced, use and synthesise relevant sources in the field of psychology and answer predetermined questions. The student is able to systematically edit out errors in foreign professional texts and suggest modifications to improve the quality of the texts stylistically and in terms of content.

A grade of C is awarded if the student is moderately able to analyse and produce texts with psychological orientation. The texts produced, make use of relevant sources in the field of psychology, and answer predetermined questions. The student is able to edit mistakes in foreign professional texts and suggest modifications to improve the quality of the texts stylistically.

A grade of D is awarded if the student is able to analyse and produce texts with a psychological orientation to a satisfactory degree. The texts produced, make use of local psychological sources of older date and quality. Stylistic and grammatical errors appear more frequently in the text.

A grade of E is awarded if the student is at least minimally able to produce texts with psychological orientation. However, the student misses basic content and stylistic errors when editing texts. Errors often occur in authored texts, and the student also uses sources that are not relevant and without a broader synthesis of multiple authors.

A grade of Fx indicates that the student needs additional study to gain the necessary knowledge.

Slovak and English language

1. Origin and formulation of scientific problems, peer-review, APA JARS.

2. Argumentation and evidence in a scholarly text. APA7 model term paper template. Proper wording and stylistics of paragraphs.

3. Citation. A literature search in databases and free repositories. Synthesizing literature. Features of a professional text.

4. The most common mistakes in academic writing. Ethics in writing and plagiarism. Ethics of writing a professional text.

5. Reflective writing method in improving professional text in psychology.

100% of the interim evaluation

The aim is for the student to master the procedures of producing a professional text with emphasis on standards in psychology, such as IMRaD, APA7 Publication manual, etc., and to be able to qualitatively distinguish between the level of academic and research text. Upon successful completion of the course, the student is not only able to critically evaluate the quality of available psychological scholarly resources but is also able to author his/her own psychology-oriented text (to the extent indicated in the assessment above). In the process of learning, the student will learn to critically edit texts as well as to evaluate the quality of scholarly sources. The course also aims (transferable competencies) to develop students' information literacy, and professional, methodological, and expressive skills. Emphasis is placed on working with modern information technologies in order to search the literature and then synthesize it into original texts. Regarding the development of critical thinking, students are developed in synthesizing and comparing scientific knowledge from multiple authors.

Scope, type/method of teaching and organizational form:

5 hours per semester, lecture and seminar, combined form (full-time + distance)

Student workload:

5 hours of teaching, self-study (17 hours) per semester; continuous preparation (17 hours) preparation for the midterm test (20); preparation for the seminar paper and presentation (24 hours); preparation for the final exam (40 hours). 120 hours in total.

Teaching methods:

Self-study, handouts and exercises in MS Teams, lecture, group discussion, guided discussion of the topic covered, heuristic method, guided self-study and work with text.

Required reading:

Vágnerová, M. (2014). Současná psychopatologie pro pomáhající profese. Portál.

Váryová, B., & Andreánska, V. (2016). Vývinové poruchy. In Heretik, A. sr., Heretik, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o.

Recommended reading:

Brunclíková, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky [elektronický dokument] Univerzita Komenského.

Brunclíková, Z., & Andreánska, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského.

Glasová, M., & Groma, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Univerzita Komenského. CD-ROM.

Pokorná, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Portál.

Periodiká a vedecké databázy: PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie a iné.

B-PSYex005 Developmental psychology

During the semester, students will prepare a term paper (max. 20 points) and present the term paper (max. 10 points), take a midterm test (max. 30 points) and a final exam (max. 40 points). The final examination will consist of a written test. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

For a grade of A, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through the various literature sources of information, are able to select relevant sources of information for their studies, are able to navigate the issues of childhood developmental disorders, i.e., have basic information about their etiopathogenesis, epidemiology, diagnosis, and differential diagnosis, as well as about possible forms of intervention.

A grade of B means that the students performed above average throughout the semester, were able to study independently, have a basic knowledge of child development disorders, and are able to navigate the information in the literature very well.

A grade of C means that students performed at a standard level during the semester, their theoretical knowledge of the subject is at a good level, but they lack the ability to apply this knowledge quite correctly, to critically evaluate and compare individual literary sources and psychological knowledge.

The grade D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they cannot critically analyze information and they have problems applying knowledge to practice.

A grade of E means that students fail in more than one of the assignments, lack the ability to analyse and compare multiple pieces of knowledge, and are more likely to fail in critical thinking, but have mastered most of the theoretical knowledge of the subject.

A grade of Fx indicates that the student needs additional study to acquire the necessary knowledge.

Slovak and Czech language (possibly English language in the preparation of the seminar thesis)

1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classifications of developmental disorders.

2. Aetiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.

3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disability, aetiology, classification, possibilities, and limitations of intervention.

4. Communication disorders - delayed and impaired speech development, social/pragmatic/ speech disorder.

5. Primary psychogenic communication disorders - stuttering and mutism /definition, classification, possibilities of intervention/.

6. Pervasive developmental disorders or autism spectrum disorders /autism, Asperger's syndrome, Rett syndrome, aetiology, clinical picture, organization of care.

7. The problem of organicity in child psychology. Cerebral palsy - aetiology, clinical picture. Developmental disorder of motor functions.

8. Mild cerebral dysfunction, present - hyperkinetic syndrome, respectively ADHD. The most significant factors in working with children with ADHD, ADD.

9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programs in work with children with specific learning disabilities.

10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.

11. Enuresis, encopresis, tics - psychogenic conditioned disorders in somatic area. Manifestations, forms, possibilities of intervention.

100% of continuous assessment

The goal of the course - which is an important complement in the pro-inclusive orientation of graduates of the psychology teaching field already at the bachelor's degree - is to familiarize students with the basic classification and manifestations of developmental disorders in childhood and their impact on the child's school functioning. Students will acquire basic information about the most common developmental disorders occurring mainly in preschool and school-age children. The ability to navigate the subject matter is essential for future teaching assistants and specialist assistants with advanced degrees, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge but will also gain sufficient competence to work with other professionals involved in dealing with developmental disorders. It is anticipated that teachers will be increasingly confronted with different images of developmental disorders in the years to come and it is therefore essential to acquire not only knowledge but also competences for possible collaboration. The students are introduced to the issue of normality in child psychology, to the risks of developmental disorders and to international classifications, which will enable them to better understand the origins and manifestations of the various disorders. A good orientation in the given issue is a prerequisite for an individualized teacher-pupil/student, pedagogical assistant-pupil/student with a developmental disorder relationship. Such a relationship requires not only empathy but must also be supported by acquired skills. An important goal is to prepare students for participation in the implementation of individual education plans for children with developmental disorders. Most children with developmental disorders (with few exceptions) are pupils/students in mainstream primary/grammar schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as neurologist, psychologist, speech therapist, paediatrician.

Scope, type/method of teaching, and organizational form:

5 hours per semester, seminar, combined form (full-time + distance)

Student workload:

5 hours of teaching, self-study (17 hours) per semester; preparation for class (7 hours), creation of a seminar paper in the form of a PowerPoint (10 hours), and preparation for a midterm exam (15 hours). 54 hours in total.

Teaching methods:

Lecture, guided discussion, problem-solving, guided self-study, work with professional text and information sources, and work with documents in the MS Teams system.

Required reading:

Jakabčic, I. (2017). Psychológia detí a mládeže s mentálnym postihnutím. Psychoprof.

Recommended reading:

Jakabčic, I., & Požár, L. (1995). Všeobecná patopsychológia. Patopsychológia mentálne postihnutých. IRIS.

Švarcová, I. (2007, 2011). Mentální retardace. Portál.

Valenta, M., & Michalík, J. (2012). Mentální postižení. Grada.

Vágnerová, M., Hadj-Moussová, Z., & Štech, S. (2004). Psychologie handicapu. Karolinum.

B-PSYex010 – General pathopsychology

The interim evaluation includes the following interim tasks:

- creating and presenting a seminar paper in PowerPoint on a given topic related to the development of a selected cognitive process or personality in a person with intellectual disabilities, taking into account the specifics of intellectual disabilities (40% of the assessment),

- a mid-term paper (60% of the mark).

To pass the course, a minimum score of 60% is required.

Ratings are given on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A - the student continuously produces excellent results during the semester, is capable of independent study and critical comparison of professional texts focused on the psychology of people with intellectual disabilities, knows the basics of the psychology of people with intellectual disabilities as a scientific discipline, and is able to meaningfully integrate this knowledge with the knowledge of other psychological disciplines, is able to apply the theoretical knowledge on the basis of his/her knowledge to the elaboration of the assigned tasks,

B - the student achieved above-average results during the semester, is capable of independent study and adequate critical comparison of professional texts focused on the psychology of people with intellectual disabilities, knows the basics of the psychology of people with intellectual disabilities as a scientific discipline and is able to integrate this knowledge with the knowledge of other psychological disciplines in a meaningful way, is able to practically apply theoretical knowledge on the basis of his/her knowledge to the development of the assigned tasks,

C - the student has the ability to study independently, the critical comparison of professional texts focused on the psychology of people with intellectual disabilities is average, the knowledge of the scientific discipline is at a good level, and the ability to practically apply theoretical knowledge to the development of the assigned tasks is average, during the semester he/she performed standard good performance,

D - the student's ability of independent study and critical comparison of professional texts on the psychology of people with intellectual disabilities is at a weaker level, he/she has moderate deficiencies in the theoretical knowledge of the subject, the ability to practically apply theoretical knowledge to the development of the assigned tasks is a problem for the student,

E - the student fails in more than one of the assignments, lacks the ability to independently study and critically compare professional texts focused on the psychology of people with intellectual disabilities, has major deficiencies in theoretical knowledge, and fails in the practical application of theoretical knowledge to the development of the assigned tasks,

FX - the student has not sufficiently fulfilled the course requirements and extra work is required.

Slovak and Czech language, English language (to supplement knowledge)

1. The subject of the psychology of people with mental disabilities. Research methods in the psychology of people with mental disabilities.

2. Definition of the term mental disability. Classification of mental disability. Causes of mental disability.

3. Psychological diagnosis in people with mental disabilities. Problems of diagnosis in people with mental disabilities.

4. Psychological development about mental disability.

5. Specific features of cognitive processes in people with mental disabilities - perception, and imagination.

6. Specificities of cognitive processes in people with mental disabilities - thinking and speech, attention. Communication with people with mental disabilities.

7. Specific features of memory and learning in people with mental disabilities. Opportunities to improve performance in learning.

8. The personality of people with mental disabilities. Factors influencing self-evaluation in people with mental disabilities. Motivation, interests, emotional experience, volitional action, creativity, and moral development in people with mental disabilities.

9. Legal awareness of people with mental disabilities. Vocational orientation and career choice of people with mental disabilities.

10. Specifics of the socialization process of people with mental disabilities. Integration and inclusion of people with mental disabilities and their possible problems in the school environment.

11. The family with a child with mental disabilities.

100% of intermediate assessment

The aim is to understand the basic terminology of the psychology of mental/intellectual disability (MD/ID), the specific features of cognitive processes, and the personality of people with intellectual disabilities.

Upon completion of the course, the student:

- knows the basic terminology of the psychology of mental disability

- knows the specific features of cognitive processes of people with MD

- understands the impact of the cognitive processes of people with MD on different types of learning about their specificities

- understands the specific features of personality formation of people with MD

- understands the problems of integration and inclusion of people with MD, especially about the educational environment

- can design activities to develop the cognitive processes and personality of people with MD about their specific needs and personalities

- acquires and consolidates his/her skills in the field of communication competencies about communication with a person with MD

- critically analyses information from the literature, compares it, and can think in context.

Scope, type/method of teaching and organizational form:

5 hours per semester, seminar, combined form (full-time + distance)

Student workload:

5 hours of teaching, 17 hours of self-study per semester; 13 hours of preparation of a seminar paper in the form of a Power Point based on the assigned topic, 20 hours of exam preparation. Total 55 hours of work.

Teaching methods:

lecturing, briefing, discussion on a selected topic, self-study, case studies, brainstorming.

Compulsory readings:

Kimplová, T. (2010). Ztráta zraku. Úvod do psychologické problematiky. Ostravská univerzita v Ostrave.

Požár, L. (2012). Základy psychológie ľudí so zrakovým postihnutím. Z-F Lingua.

Recommended readings:

Čajka, K. (2008). Základy pedagogiky zrakovo postihnutých. Katolícka univerzita.

Lopúchová, J. (2008). Pedagogika zrakovo postihnutých (Vybrané kapitoly). MABAG.

Požár, L. (2007). Základy psychológie ľudí s postihnutím. Typi Universitatis Tyrnaviensis.

Únia nevidiacich a slabozrakých Slovenska. (2021). Dostupné na: https://unss.sk/

B-PSYex010 General pathopsychology

100% of the interim evaluation

The interim assessment consists of a seminar paper and a written knowledge test. For successful completion of the course, it is necessary to obtain at least 60 % of the points.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

For an A grade, the student must have excellent theoretical knowledge, be able to evaluate and critically analyse it, and use the knowledge flexibly in practically set tasks.

For a grade B, the student must have very good theoretical knowledge, be able to evaluate and critically analyse it, have moderate weaknesses in the use of knowledge in practically set tasks.

For a grade C, the student must have good theoretical knowledge, moderate deficiencies in evaluating and critically analysing it, moderate deficiencies in using the knowledge in practically set tasks.

For a grade D, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks).

For an E grade, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, major deficiencies in the use of knowledge in practically set tasks.

FX - the student has not sufficiently met the requirements for the course and extra work is required.

Slovak and Czech language

1. Definition of basic terms - typology of visual impairment.

2. Attitudes and prejudices.

3. Cognitive processes (cognitive development, moral development, imagination, memory, emotional experience, attention, motivation.

4. Family background and its impact on the individual with visual impairment.

5. Diagnostic and research methods.

6. Communication and its specifics in persons with visual impairment.

7. Assisting persons with visual impairment.

100% of the interim evaluation

The aim is to understand the patterns of cognitive, emotional and social development of individuals with visual impairment.

Graduate:

- applies pedagogical and psychological interventions in accordance with knowledge of the cognitive and psychosocial development of individuals with visual impairments,

- differentiates the appropriate form of educational environment for a specific person with visual impairment,

- has acquired basic interpersonal and communication competences for persons with visual impairment,

- can understand, name and analyse the development of an individual with a visual impairment on the basis of anamnestic data,

- knows and is able to use appropriate psychological methods for research purposes and psychodiagnostics of persons with visual impairment,

- can critically evaluate research and studies in the field,

- applies his/her empathy as a tool for pedagogical and psychological support,

- acts in the pedagogical and psychological process without positive and negative prejudices.

Scope, type/method of teaching and organizational form:

5 hours per semester, seminar, combined form (full-time + distance)

Student workload:

5 hours of teaching. self-study per semester (17 hours), preparation of a seminar paper and presentation of the seminar paper (8 hours); preparation for the midterm test (25 hours), 55 hours in total.

Teaching methods:

monological methods - lectures, guided discussion, work with documents in the MS Teams system, analysis case study analysis, heuristic method, guided self-study and work with presentations and scientific text.

Compulsory reading:

Groma, M. (2012). Špecifiká utvárania psychiky nepočujúcich. In Groma, M.: Kariérové poradenstvo a možnosti facilitácie kariérového vývinu nepočujúcich. Univerzita Komenského. (s.43-59)

Požár, L. (2007). Základy psychológie ľudí so zdravotným postihnutím. Trnava: Typi Universitatis Tyrnaviensis, 2007.

Recommended reading:

Groma, M. (2016). Psychológia sluchovo postihnutých. In: Heretik, A. a kol.: Klinická psychológia. Psychoprof. (s. 686-691)

Uherík, A. (1992). Hluchota, reč, poznanie. Osveta.

B-PSYex010 - General pathopsychology

100% of the interim evaluation. Interim assessment includes a seminar paper (40% of the assessment) and two written interim tests (60% of the assessment).

For successful completion of the course, it is necessary to obtain at least 60% of the points grade.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required).

A (excellent - excellent results, the student has mastered the knowledge of the subject at an excellent level, the student is able to relate the acquired knowledge to the profiling subjects of the study programme at an excellent level psychology teaching, in particular to understand the acquired knowledge in the context of the general psychological laws of the human psyche and developmental laws),

B (very good - above average standard, the student has mastered the knowledge of psychology of people with hearing impairment, at an above-average level, is able to link the acquired knowledge with profiling subjects, can interpret the knowledge in the context of psychological theories, theories of psychological development in particular),

C (good - routine reliable work, student has mastered the knowledge of the subject at an average level, at an average level, is able to link the acquired knowledge with the profiling subjects of the study programme, at a solid level, understands the specifics of the formation of psychological functions and personality in conditions of hearing impairment),

D (satisfactory - acceptable results, the student has mastered the knowledge of the subject at a satisfactory level, at a satisfactory level he/she can link the acquired knowledge with the profiling subjects of the study programme, understands the specifics of psychological functions and the specifics of personality formation in people with hearing impairment),

E (sufficient - the results meet the minimum criteria, the student understands only at a sufficient level the issues of the formation of psychological functions and personality in the conditions of hearing impairment),

Fx (insufficiently, the student has not gained enough insight into the psychology of people with hearing impairment, he/she is not able to link the knowledge with the knowledge gained from the study of general, developmental and social psychology).

Slovak language, English language

1. The subject of the psychology of the hearing impaired.

2. Clinical and cultural-anthropological interpretation of deafness- impact on the psychology of people with hearing impairment.

3. Organization of psychological functions in prelingually deaf people - comparison with hearing people, organization of mental functions and cochlear implantation.

4. Compensatory mechanisms and compensatory potential of individuals with hearing impairment.

5. Development of cognitive functions in prelingually deaf people.

6. Language, speech and deafness. Communication modus and relationship to cognitive development.

7. Deaf people as a cultural and linguistic community.

8. Personality of individuals with hearing impairment. Prelingual deafness and personality formation.

9. Participation of people with hearing impairment, quality of life of individuals with prelingual deafness, and post-lingual hearing impairment.

10. Psychological characteristics of the hearing impaired learner and inclusive education.

11. Cochlear implantation. Impacts on the psychosocial and cognitive development of the individual.

100% of the interim evaluation

The aim is to understand the specifics of the development of psychological functions in individuals with hearing impairment, to differentiate the impact of prelingual and post-lingual hearing loss, to increase sensitivity to the problems people with hearing impairment.

Upon successful completion of the course, the student will understand the impact of hearing impairment on the formation of psychological functions, personality of the individual with hearing impairment, understand different perspectives on deafness: the clinical and cultural-anthropological model of deafness, the role of psychology in care and post-lingual hearing impairment, can relate the acquired knowledge to knowledge of general psychology, developmental and social psychology, can apply the acquired knowledge of the psychology of individuals with hearing impairment to the education and training of pupils/students with hearing impairment, can apply knowledge in the teaching of pupils/students with hearing impairment educated in integrated/inclusive educational settings, can critically identify and evaluate attitudes and misconceptions towards people with hearing impairment, expands awareness of cultural and linguistic values of deaf people, participates in educational and social problems of individuals with hearing impairment, can critically evaluate solutions based on and arguing from the knowledge of psychology.

Scope, type/method of teaching and organizational form:

5 hours per semester, seminar, combined form (full-time + distance)

Student workload:

5 hours combined teaching + self-study (17 hours) per semester; preparation for classes (7 hours), preparation of seminar paper and presentation (10 hours), preparation for the mid-term test (15 hours). 56 hours in total.

Teaching methods:

active group work, heuristic method, case study, video analysis, work with professional text and information sources.

Required reading:

Matějček, Z. (2001). Psychologie nemocných a telesne oslabených. IKAR.

Vágnerová, M., Hadj-Moussová, Z., & Štech, S. (2004). Psychologie handicapu. Karolinum.

Recommended readings:

Heretik, A. et al. (2007). Klinická psychológia. Psychoprof.

Marini, I., Glover-Graf, N. M., & Millington, M. J. (2012). Psychosocial Aspects of Disability: Insider Perspectives and Strategies for Counselor.Springer Publishing Company.

Požár, L. (1996). Psychológia osobnosti postihnutých. Univerzita Komenského.

Požár, L. (2007). Základy psychológie ľudí s postihnutím. Typi universitatis a VEDA SAV.

Šmidová, M. (2012). Sociálna práca s osobami so zdravotným postihnutím. Dobrá kniha.

B-PSYex010 General pathopsychology

100% of the interim evaluation

Interim assessment (100%) includes the creation and presentation of a seminar paper in PowerPoint (40% of the assessment) and a midterm exam (60%).

For successful completion of the course, it is necessary to obtain a minimum of 60% of the points.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

A - the student correctly and actively reflects critically and creatively on both the knowledge and frameworks for further development of the discipline, including their meaningful integration with the knowledge of other disciplines and the critical and creative application of the methods of the psychology of people with physical disabilities and chronic illness.

B - The student reflects appropriately critically on both the findings and frameworks for further development of the discipline, including their meaningful integration with the findings of other disciplines.

C - the student reflects more or less critically on the knowledge and current development of the discipline, is aware of interdisciplinary contexts, and is able to apply knowledge from the psychology of people with physical disabilities and chronic illness in a fundamentally sound manner.

D - the student reflects critically on knowledge and current developments in the discipline to a limited extent, knows interdisciplinary contexts, is able to apply knowledge from the psychology of people with physical disabilities and chronic illness.

E - the student reflects critically only to a limited extent the knowledge and current development of the discipline, knows the interdisciplinary context, is at least minimally able to apply knowledge from the psychology of people with physical disabilities and chronic illness.

Fx - 59-0%, insufficient - additional work, additional study required.

Slovak, Czech and English language

1. Introduction to the study of the psychology of people with physical disabilities and chronic illness: subject, tasks, methods.

2. Basic concepts in the psychology of people with physical disabilities and chronic illness and related fields.

3. Normality - abnormality in relation to the psychology of people with physical disabilities and chronic illness.

4. Specific features of the development of individuals with physical disabilities and chronic illness.

5. Peculiarities of psychological processes in people with physical disabilities and chronic illness.

6. Pathopsychological research of psychological processes in people with physical disabilities and chronic illness.

7. Personality of individuals with physical disabilities and chronic illness.

8. Social-psychological aspects of physical disability. Attitudes of society towards people with physical disabilities or chronic illness.

9. Family issues of individuals with physical disabilities and chronic illness.

10. Psychological problems of socialization and integration/inclusion of people with physical disabilities in society.

100% of the interim evaluation

The aim of successful completion of the course is that the student is able to orient himself/herself in the specifics of the psychological processes and personality of people with physical disabilities and chronic diseases. Students will gain an understanding of the basic terminology of the psychology of people with physical disabilities and chronic illness.

Upon completion of the course, students must:

acquire/grasp

- the theoretical foundations of the psychology of people with physical disabilities and chronic illness,

- the basic terminology of the psychology of people with disabilities and chronic illness,

- the personality characteristics of people with physical disabilities and chronic illness,

understand:

- the specificity of the formation of psyche in the conditions of physical disability,

- the specific features of the behaviour of people with physical disabilities and chronic illness,

- the specific features of psychological processes in people with physical disabilities and chronic illness,

be able to:

- work critically with knowledge in the field of psychology of people with physical disabilities and chronic illness,

- apply knowledge in the care of individuals with physical disabilities,

- critically analyse and compare information in the literature.

Scope, type/method of teaching and organizational form:

5 hours per semester, combined form (full-time + distance)

Student workload:

5 hours teaching, self-study (17 hours) per semester; preparation of seminar paper and presentation (15 hours), preparation for the mid-term test (20 hours). 56 hours in total.

Teaching methods:

active group work, heuristic method, case study, work with professional text and information sources.

Required reading:

Kolibáš, E. et al. (2011): Všeobecná psychiatria. UK.

Novotný, V. et al. (2010): Špeciálna psychiatria. UK.

Recommended readings:

Fleischer J., & V. Čaplová (1991). Psychiatria pre študentov psychológie. UK.

Kolibáš, E. (2010). Príručka klinickej psychiatrie. Psychoprof.

Nábělková, A., Nábělek, L., & Vajda, D. (1988). Neurológia a psychiatria pre špeciálnych pedagógov. UK.

Praško, J. et al. (2003). Poruchy osobnosti. Portál: Praha.

B-PSYex008 Personality psychology

100% of the interim evaluation

Interim assessment (100%) includes the creation and presentation of a seminar paper in PowerPoint (60% of the assessment) and a midterm exam (40%).

For successful completion of the course, it is necessary to obtain a minimum of 60% of the points.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good - above average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required).

For a grade of A, students need to perform outstandingly well continuously throughout the semester and be capable of independent study. Students are able to navigate through a patchwork of different literary sources, select relevant sources for their study, are able to understand the theoretical foundations of psychiatry.

A grade of B means that students have performed above average throughout the semester, have been able to study independently, have mastered basic information regarding the manifestations of mental disorders, and are able to navigate the literature correctly.

A grade of C means that students performed well throughout the semester, their theoretical knowledge of psychiatry is at a good level, but they lack the ability to apply this knowledge correctly, to critically evaluate and compare literature sources.

A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to psychiatry. They have considerable difficulties in working independently, they cannot critically analyse information on their own.

A grade of E means that students fail in more than one of the assignments, lack the ability to analyse and compare multiple pieces of knowledge correctly, but have mastered most of the necessary theoretical knowledge from the course.

A grade of Fx indicates that the student needs extra study to acquire the necessary knowledge.

Slovak language, Czech language, English language (to deepen studies)

1. Introduction to the study of psychiatry: the subject, roles, directions and history of psychiatry.

2. Epidemiology, aetiology and pathogenesis of mental disorders. The biopsychosocial model.

3. Classification of mental disorders. Classification systems ICD-10, DSM-V.

4. Syndromology: psychopathological symptom, syndrome, nosological diagnosis.

5. Psychopathology: disorders of perception, thinking, attention, intellect, emotionality, instincts, consciousness.

6. Psychotic disorders: epidemiology, causes, classification, clinical manifestations. Schizophrenia: clinical forms, courses and manifestations.

7. Affective disorders: epidemiology, aetiology, classification, clinical manifestations.

8. Organic psychiatric disorders. Epilepsy: clinical forms, courses and manifestations.

9. Personality disorders: epidemiology, causes, classification, clinical manifestations.

10. Anxiety disorders: epidemiology, aetiology, classification, clinical manifestations.

11. Substance and non-substance addictions. Alcoholism: epidemiology, clinical forms and manifestations.

12. Sexual pathology. Sexual dysfunctions. Sexual deviations (paraphilias).

13. Child psychiatry. Disorders characteristic of children.

14. Overview of therapeutic methods used in psychiatry.

15. Organisation of psychiatric care in Slovakia.

100% of the interim evaluation

The aim is to learn the theoretical foundations of psychiatry and to gain a basic overview of the manifestations of mental disorders.

Upon completion of the course, the student will master the basic concepts of psychiatry. The student will gain a basic overview and information about the classification of mental disorders, treatment methods used in psychiatry.

After completing the course, students must:

grasp:

- the theoretical foundations of psychiatry

- the basic directions of psychiatry

- the basic methods of psychiatry

understand:

- key concepts of psychiatry

- the epidemiology, aetiology and pathogenesis of mental disorders

- the structure of psychopathological syndromes in adults and children

be able to:

- work with knowledge in the field of psychiatry

- critically analyse psychopathological clinical manifestations in adults and children

- apply knowledge in practice.