Type, scope and method of educational activities:

Scope, type/method of teaching and organisational form:

2 hours lecture + 2 hours seminar = 4 hours /week, total 44 hours /semester, combined form (primarily full-time)

Student workload:

44 (11 x (2 + 2)) hours of direct teaching; 16 hours of preparation of the seminar thesis presentation and its written completion; 12 hours of preparation for the mid-term test; 12 hours of preparation for the final test; 20 hours of preparation for the oral examination. 104 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-PSYde001 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

(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% of continuous assessment + 50% of final assessment

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:

1-hour lecture + 1-hour seminar per week; a total of 22 hours per semester in a combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 25 hours of preparation for the mid-term test; 15 hours of preparation for the seminar paper, and 35 hours of preparation for the final test and oral examination. 97 hours of work in total.

Teaching methods:

Lecture and lecture with multimedia support, dialogical and discussion methods, demonstration of analysis of a scientific text, and critical analysis of the methodological aspect of a scientific 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

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:

1 hour lecture + 1 hour seminar per week; a total of 22 hours per semester in combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 15 hours of preparation for the midterm test; 25 hours of preparation for the midterm assessment (group work + reflective diary), 10 hours of preparation for the tasks carried out in the seminars, 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-PSYde001 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.

50% of continuous assessment + 50% of final assessment

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:

2 hours lecture + 2 hours seminar/week; 44 hours total per semester, combined method (mostly by attendance).

Student workload:

11 x 4 hours of direct teaching = 44 hours of teaching, 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.

PSYde005 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.

Type of activities, scope (number of hours) and methods of educational activities:

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

2 hours seminar /week, a total of 22 hours per semester, combined form (primarily full-time).

Student workload:

11 x 2 hours of teaching = 22 hours; continuous preparation for class (12 hours); production of 2 x sets of teaching materials (20 hours), 54 hours in total.

Teaching methods:

Interpretation, group discussion, interview, guided discussion, active group work, problem-solving,

heuristic method, experiential methods, creation of concept maps, guided self-study, work with didactic text and information sources, and critical analysis of psychology textbooks.

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-PSYde001 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.

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.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

1 hour lecture + 1 hour seminar; 22 hours total per semester, combined (mostly attendance)

Student workload:

11 x 2 hours of direct teaching = 22 hours; preparation of seminar paper and presentation (28 hours), preparation for the mid-term test (30 hours), preparation for the final examination (40 hours). 120 hours in total.

Teaching methods:

lecture, heuristic method, work with professional text and information sources

Compulsory readings:

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

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

Recommended readings:

Cabanová, K., Sokolová, L., & Karaffová, E. (eds.) (2012). Patopsychológia - vznik, vývin a...Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského v Bratislave.

Heretik, A. a kol. (2007). Klinická psychológia. Psychoprof.

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

Matějček, Z. (2001). Psychologie nemocných a telesne oslabených. IKAR.Říčan, P., Krejčířová, D. et al. (2006). Dětská klinická psychologie. Grada.

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

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

B-PSYde005 Developmental psychology

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

The interim assessment includes an interim test (30 points) and a seminar paper on the assigned topic and Power Point presentation (20 points). The final assessment will consist of a final exam in the form of a written test (50 points). 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 submit outstanding work and results continuously throughout the semester and are capable of independent study. Students are able to select relevant sources for their study, understand the general patterns of psyche formation under disability conditions, and the specific features of the psyche of individuals with different types of disability and are able to apply their knowledge in practice.

A grade of B means that students performed above average throughout the semester, were

able to study independently, have a basic understanding of general pathopsychology, they are able to navigate the information in the literature very well.

A grade of C means that students performed at a standard level throughout the semester, their theoretical knowledge of general pathopsychology is at a good level, but they lack the ability to use this knowledge without to apply this knowledge in practice.

A grade of D indicates that students were less prepared during the semester, having slight deficiencies in theoretical knowledge related to general pathopsychology. They have considerable difficulties in independent work, they cannot critically analyse information.

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

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

Slovak language, English language

1. Introduction to the study of general pathopsychology: subject, methods, and history in pathopsychology. Development of pathopsychology in Slovakia.

2. Basic concepts of general pathopsychology and related disciplines.

3. Normality - abnormality in relation to pathopsychology. Normality and disability.

4. Pathopsychological research of psychological processes. Methodology of pathopsychological research on children and adolescents.

5. Peculiarities of the psychological development of individuals with disabilities.

6. Social-psychological aspects of disability. Attitudes of society towards the disabled people. Issues of the family of disabled individual.

7. Personality of individuals with disabilities.

8. Psychological problems of integration and inclusion of the people with disability into society. Psychological aspects of school integration/inclusion.

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

The aim of the course - which represents a pro-inclusive approach in psychological and related sciences and is also an essential element in the progressive comprehensive preparation of graduated psychology teachers in combination already at the bachelor's level – to be able to orient themselves correctly in the knowledge of general pathopsychology and to know the laws of the formation of the psyche in the conditions of disability and the peculiarities of the psyche of individuals with disabilities. After completing the course, the student will acquire the basic concepts of general pathopsychology. The student will acquire a basic overview of the theory and related knowledge of general pathopsychology, also necessary for working with children, adolescents, and adults with disabilities in the context of lifelong development and education. Understands the general patterns of psychological formation in conditions of disability and the specific features of the psyche of individuals with disabilities. It should be able to identify the specific features of the psychological processes of individuals with disabilities and know the basic methods of pathopsychological diagnostics. Apply the knowledge acquired in further studies and in practice in the approach and care of individuals with disabilities. Graduates are able to work critically with knowledge in general pathopsychology and apply knowledge in theory and practice.

1. Introduction to the study of general pathopsychology: subject, methods, and history in pathopsychology. Development of pathopsychology in Slovakia.

2. Basic concepts of general pathopsychology and related disciplines.

3. Normality - abnormality in relation to pathopsychology. Normality and disability.

4. Pathopsychological research of psychological processes. Methodology of pathopsychological research on children and adolescents.

5. Peculiarities of the psychological development of individuals with disabilities.

6. Social-psychological aspects of disability. Attitudes of society towards the disabled people. Issues of the family of disabled individual.

7. Personality of individuals with disabilities.

8. Psychological problems of integration and inclusion of the people with disability into society. Psychological aspects of school integration/inclusion.

Scope, type/method of teaching and organisational form:

2 hours lecture + 2 hours seminar/week; 44 hours total per semester, combined form (primarily full-time).

Student workload:

11 x 4 hours of direct teaching = 44 hours; continuous preparation (15 hours); preparation for the midterm test (20 hours); preparation of the seminar paper - output in video format (15 hours); preparation for the final examination (26 hours). 120 hours in total.

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-PSYde005 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:

2 hours of classes per week; a total of 22 hours per semester, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 16 hours of preparation for the midterm test; 12 hours of individual work on statistical assignments. Total 50 hours of work.

Teaching methods:

lecture with multimedia support, dialogical and discussion methods, demonstration of analysis of a scientific text with a focus on statistical methods, simulation of the process of producing a statistical output, and instruction on basic statistical procedures and tests.

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-PSYde006 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:

2 hours of seminar per week; a total of 22 hours per semester, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 8 hours of seminar work editing and revising 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 the stylistics of a scientific text, demonstration of the creation and improvement of the content goal of a scientific text and subsequent simulation of the process, 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-PSYde006 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.

Type of activities, scope (number of hours) and methods of educational activities:

22 hours (2 hours per week), combined form (mostly full-time)

Student workload: 22 hours of direct teaching; 12 hours preparing the implementation of methods of creativity development; 2 hours dedicated to14 hours of self-study on the subject. Total 50 hours of work.

Teaching methods: group discussion, guided discussion of the topic covered, heuristic method, actual solved problems and open questions, guided self-study, and work with the text.

Compulsory/Recommended readings:

Carter, P., & Russell, K. (2003). Memory and creativity training. Examples with solutions. Computer Press.

Carter, P., & Russell, K.(2004). Memory and creativity training II. Computer Press.

Pupil, P. (2004). Creativity and its development. Computer Press.

Recommended reading:

Belz, H., & Siegrist, M. (2001). key competencies and their development. Portal.

Buzan, T. (2003). Going smart. Columbus.

Maisel, E. (2002). Training creativity. Portal.

B-PSYde005 Developmental Psychology

100% of continuous assessment.

During the semester, students will carry out a seminar paper (analyze the main problems psychology of creativity by psychologists + present a lesson proposal developing students' originality and flexibility. max. 30 points), verbally evaluate the presented seminar work(max. 10 points) and pass the midterm test (max. 60 points). For successful completion a minimum of 60% of the points is required for passing 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%, satisfactory - results meet minimum criteria),

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

For a grade of A, students need to actively show interest and report continuously throughout the semester and are capable of independent study. Students are able to navigate in the literature study, understand the theoretical background, and know methods for developing creativity. Demonstrate an ability in the design of creativity development programmes in the classroom at an excellent level.

A grade of B indicates that students have performed above average throughout the semester, have been capable of independent study, have a basic understanding of the psychology of creativity, are able to navigate the literature study, and know methods for developing creativity. Demonstrate the ability to compile creativity development programmes in the classroom at a very good level.

A grade of C indicates that students performed at a standard level during the semester, their theoretical knowledge of the psychology of creativity is at an average level, but they lack the ability to apply this knowledge correctly, critically evaluate and compare the various literary sources and psychological knowledge, know methods for developing creativity at an average level.

A grade of D indicates that students were less prepared during the semester, have moderate deficiencies in theoretical knowledge related to the psychology of creativity. They have considerable difficulties in independent work, often unable to critically analyse information correctly.

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 quite correctly, but have at least an adequate command of most of the theoretical knowledge in the course. A grade of Fx indicates that the student needs additional study to acquire the necessary knowledge.

The aim of the Psychology of Creativity course - as an important theoretical and practical component of the structure of psychological disciplines in the field of psychology teacher education - is to familiarize students with the theoretical foundations of the psychology of creativity. After completing of the course, students will have mastered psychological creative techniques, will be familiar with some creativity training and they will learn how to develop creativity in groups and how to set up creativity programs for their study field.

Criteria and basic features of creativity. Creative activity, creative product, creative process, creative attitude. Skills and rational operations in the creative process. Systems of creative problem solving. Obstacles to the creative approach (in thinking, practical activity, etc.) and ways of overcoming them. Basic characteristics of the creative personality. Creative techniques and their application in practice. Development creativity, creative task. Training and development of individual components of creativity. Development of the creative thinking in group cooperation. Creativity development programmes in the classroom.

Slovak and Czech

Criteria and basic features of creativity. Creative activity, creative product, creative process, creative attitude. Skills and rational operations in the creative process. Systems of creative problem solving. Obstacles to the creative approach (in thinking, practical activity, etc.) and ways of overcoming them. Basic characteristics of the creative personality. Creative techniques and their application in practice. Development creativity, creative task. Training and development of individual components of creativity. Development of the creative thinking in group cooperation. Creativity development programmes in the classroom.

100% of continuous assessment.

The aim of the Psychology of Creativity course - as an important theoretical and practical component of the structure of psychological disciplines in the field of psychology teacher education - is to familiarize students with the theoretical foundations of the psychology of creativity. After completing of the course, students will have mastered psychological creative techniques, will be familiar with some creativity training and they will learn how to develop creativity in groups and how to set up creativity programs for their study field.

Scope, type/method of teaching and organizational form:

1 hour lecture + 1 hour seminar/week; 22 hours in total, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; intermediate preparation (14 hours); preparation for the intermediate test (20); preparation for the seminar paper and presentation (24 hours); preparation for the final examination (40 hours), 120 hours in total.

Teaching methods:

lecture, group discussion - problem solving of assigned tasks, work in small groups, elaboration of a project proposal on topical issues, guided discussion of the topic covered, heuristic method, guided self-study, and work with the 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-PSYde005 Developmental psychology

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

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.

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

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.