Type, scope and method of educational activities: 2 hours per week in the form of a lecture, face-to-face and 1 hour per week in the form of a seminar, combined.

Student workload: 1 hour of seminar per week x 11 weeks and 2 hours of lectures x 11 weeks. Preparation for the interim assessment 20 hours and preparation for the final exam 20 hours. A total of 73 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies

KRATOCHVÍL, S. (2002). Basics of psychotherapy. 4th edition. Prague: Portal.

PAVLOVIC, I.; FABIÁN, D. (2017). Psychohygiene in the life of a psychotherapist. In: Social processes and personality 2016. [Electronic source]: Collection of contributions. Bratislava: Institute of Experimental Psychology. P.394-400.

Recommended literature

PROCHASKA, J.; NORCROSS, J. (1999). Psychotherapeutic systems – cross-sectional theories. Prague: Grada.:

SCHMIDBAUER, W. (2013). The path of psychotherapy. From magic to science. Prague: Portal.

TIMULÁK, L. (2006). Basics of conducting a psychotherapeutic interview. Prague: Portal.

VIBÍRAL, Z.; ROUBAL, J. (eds.). (2010). Contemporary psychotherapy. Prague: Portal.

VYMĚTAL, J. et al. (2004). General psychotherapy. 2nd ed. Prague: Grada.

ZEIG, J. K. (2005). Art of psychotherapy. Prague: Portal.

Intermediate assessment – 40 points (seminar work on selected topics from the course syllabus)

Final assessment – 60 points (written or oral exam, 10 questions with a maximum value of 6 points)

Maximum number of points – 100

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student controls and differentiates all basic principles and specifics of psychotherapeutic concepts and knows how to apply them in practice;

B-excellent performance, the student has mastered the basic theses of psychotherapy concepts, but it is difficult for him to differentiate them critically, and the application in practice is only partial; C-good performance, although the student learned to navigate the basics of psychotherapy concepts and approaches, but does not know how to apply them in practice, D- sufficient performance, the student learned only the basic core of the course content, but does not know how to apply it in practice, E- sufficient, the student learned to navigate the course content, but did not learn to actively work with it and apply it in practice.

Psychotherapy in the context of helping disciplines. Possibilities of applying psychotherapy in the field of social work. Historical development of psychotherapy. Psychotherapeutic process and goals. Ethics of psychotherapy. Overview of basic psychotherapeutic approaches and important psychotherapeutic schools. Influence of psychotherapeutic approaches on approaches in social work. Psychotherapy in Slovakia.

The graduate will have an overview of the basic directions and movements in the field of psychotherapy since its inception in the so-called modern understanding to the present day. The student will understand the importance of psychotherapeutic approaches for helping professions and specifically for social work. He will be able to critically evaluate the potential of psychotherapy and possible risks in the non-professional application of psychotherapy methods.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights

24 hours of training sessions per semester in three blocks in face-to-face, distance learning, combined form.

Student workload

Three consecutive days in 8-hour blocks in the form of training. A total of 24 hours of training blocks per semester.

Methods of education

1. Monological methods (lecture, exposition, explanation, narration, instruction). 2. Dialogic methods (interview, discussion, polemic, debate, discussion, colloquium) 3. Situational methods (case studies). 4. Staging methods (structured and unstructured role playing). 5. Guided self-study (working with text, solving tasks and assignments, e-learning).

BERNE. Eric. How people play. Prague: Portal, 2011. ISBN 978-80-7367-992-7.

KUNEŠ, David. Self-knowledge. Prague: Portal, 2009. ISBN 978-80-7367-541-7.

Recommended reading:

LEMAN, Kevin. Sibling constellation. Prague: Portal, 1997. ISBN 80-7178-152-5.

NARDONE, Giorgio - WATZLAWICK, Paul. The art of change. Most: Hněvín, 2012. ISBN 978-80-86654-33-1.

SCHULZ VON THUN, Friedemann. How do we communicate with each other? Prague: Grada, 2005. ISBN 80-247-0832-9.

WATZLAWICK, Paul. How real is reality? Hradec Králové: Konfrontace, 1998. ISBN 80-86088-00-6.

WATZLAWICK, Paul. Introduction to misfortune. Prague: Portal, 2010. ISBN 978-80-7367-675-9.

ZIMBARDO, PhillipG. Power and evil. Prague: Vize 97, 2005. ISBN 80-86181-80-4.

Conditions for passing the subject: Completing the subject ends with an assessment. During the training, the student has the opportunity to receive 50 points for active participation in the training methods, which consist of role playing, modeling situations, exercises, educational games and 50 points for acquired, demonstrable social skills.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student was actively involved in all training methods and demonstrated acquired social skills;

B-excellent performance, the student was actively involved in all training methods and is not able to fully demonstrate the acquired social skills.

C-good performance, the student was partially involved in all training methods and is not able to fully demonstrate the acquired social skills.

D- sufficient performance, the student was at least involved in all training methods and is not able to fully demonstrate the acquired social skills.

E - sufficient, the student was minimally involved in all training methods and is not able to demonstrate acquired social skills.

To provide students with opportunities for self-knowledge and to acquire selected self-examination skills. Minimal behavioral and biographical keys to self-knowledge.

Self-perception, self-image and confrontation with the perception of others. Conformity, diversity, difference, maladaptive manifestations.

Introspection, self-exploration and self-reflection.

The importance of self-knowledge for helping professions and

The graduate of the course will be able to realize the importance of own self-knowledge for direct work with clients, as well as in the selection and conduct of research activities. The student will reflect on the existence of subjective factors when choosing a profession, activity, relational frameworks, behavioral preferences and personality characteristics, he will be ready to think critically, contextually and reflexively in relation to his own person and the given situation.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, face-to-face.

Student workload: 2 hours of seminar per week x 11 weeks. Preparation for the interim assessment 20 hours and preparation for the final exam 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies ).

COREY, G. et al. (2006). Techniques and approaches in group psychotherapy. Prague: Portal.

KRATOCHVÍL, S. (2009). Group psychotherapy in practice. Prague: Galén.

Recommended reading:

KRATOCHVÍL, S. (2007). Stories of therapeutic groups. Prague: Triton.

KRATOCHVÍL, S. (2002). Basics of psychotherapy. 4th edition. Prague: Portal.

KNOBLOCH, F., KNOBLOCHOVA, J. (1999). Integrated psychotherapy in practice. Prague: Grada.

RUŽIČKA, J. (2011). Community and group psychotherapy in the Czech perspective. Brno: Triton.

VIERS, D. (2011). Activities for group psychotherapy. Prague: Portal.

VIBÍRAL, Z.; ROUBAL, J. (eds.). (2010). Contemporary psychotherapy. Prague: Portal.

VYMĚTAL, J. et al. (2004). General psychotherapy. 2nd ed. Prague: Grada.

YALOM, I. D.; LESZCZ, M. (2021). Theory and practice of group psychotherapy. Prague: Portal.

: Intermediate assessment – 40 points (seminar work on selected topics from the course syllabus)

Final assessment – 60 points (written or oral exam, 10 questions with a maximum value of 6 points)

Maximum number of points – 100

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student controls and differentiates all the basic principles and specifics of group psychotherapy and knows how to use them in practice; B-excellent performance, the student has mastered the basic theses of group psychotherapy, but it is difficult for him to differentiate them critically and the application in practice is only partial; C- good performance, the student has learned to navigate the basics of group psychotherapy, but is unable to apply them in practice, D- sufficient performance, the student has only learned the basic core of the course content, but is unable to apply it in practice, E - sufficient, the student he learned to navigate the content of the course, but he did not learn to actively work with it and apply it in practice.

Group psychotherapy, its origin and historical development.

Basic factors of group work. Group dynamics and its use for the benefit of the client.

Effective factors of group work and their impact on the relationship,

development of the client's potential and correction of ineffective behavior.

Methods used in group psychotherapy - potential and limits.

Application possibilities in social work.

The graduate of the course will know the principles of functioning of small social groups and will reflect the potential of group activity in general and in helping situations. The student will be capable of actively participating in group work and able to identify the elements of group dynamics and the possibilities of applying group work.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights

2 hours per week in the form of a seminar, 22 hours per semester

Face-to-face, remote and combined method

Student workload: 2x one-hour seminar per week x 11 weeks. A total of 33 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 88 hours.

Methods of education: interview, discussion of the discussed topic; work in small groups; problem solving tasks, work with colors, therapy, art work

HARANGOZÓ, Stanislav- MAČKINOVÁ, Monika: Art therapy in social service facilities. In: DiewirtschaftlicheEntwicklungeuropäischerRegionen in der Ausbildungs- undArbeitsmarktpolitik : ÜbergängeundStrategien 8. - Pécs : MapsConsulting, 2019. - S. 49-57. - ISBN 978-615-00-5087-4

ŠICKOVÁ-FABRICI, Jaroslava. Basics of art therapy. Prague: Portal, 2002. ISBN 80-7367-408-3

Recommended reading:

LIEBMANN, Marian. Group art therapy. 2nd edition Prague: Portal, 2008. ISBN 978-80-7367-729-9

RUBINOVA, JudithAron. Approaches in art therapy. Prague: TRITON, 2008. ISBN 978-80-7387-093-5

CAMPBELL, Jean. Art therapy techniques. Prague: Portal, 1998. ISBN 80-7178-204-1

COGNET, Georges. Children's drawing as a diagnostic tool. Prague: Portal, 2013. ISBN 979-80-262-0499-2

LHOTOVÁ, Marie. Transformations of artistic creation in art therapy. University of South Bohemia: České Budějovice, 2010. ISBN 978-80-7394-209-0

MALCHIODI, Cathy A. (Ed.). Handbook of Art Therapy. London : TheGuilford Press, 2003. ISBN 1-57230-809-5

RUBINOVA, JudithAron. Approaches in art therapy. Prague: Triton, 2008. ISBN 978-80-7387-093-5

Contemporary art therapy in the Czech Republic and abroad. Prague: Czech art therapy association. ISBN 80-7290-004-8

ŠICKO, Ján, ŠICKOVÁ, Jaroslava et al. Terratherapeutica. Between the sky and earth. Bratislava: OZ Terratherapeutica, 2010. ISBN 978-80-970389-2-2

Completing the subject ends with an assessment. During the semester, students have the opportunity to obtain 70 points based on completed tasks assigned at seminars, which will be continuously solved and evaluated. To participate in the final evaluation, it is necessary to obtain at least 50 points from the interim evaluation. The final assessment consists of a group discussion on the given topic, in which students can get a maximum of 30 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Art therapy as one of the methods of helping the client.

Definitions of art therapy from the point of view of several experts.

Art therapy schools.

Psychodynamic principles of art therapy.

Psychoanalytically oriented art therapy.

Shape psychology and phenomenology in art therapy.

Humanistic approach in art therapy.

Forms and components of music therapy.

A productive form of art therapy and its components.

Receptive form of music therapy and methods of implementation.

Use of elements of art therapy in social work.

Forms, methods and techniques of art therapy usable in social work.

Specifics of work with selected target groups.

Use of practical methods (graphic, art, practice)

Learning outcomes:

Goals and outcomes of education:

After completing the subject, students will gain knowledge in the field of art therapy as one of the methods of psychotherapy applicable in social work. Students are able to use the acquired knowledge, skills, and elements of art therapy when working with a social client, family, group, community. They master the optimal forms, approaches, methods and techniques of art therapy. The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

Type, scope and method of educational activities: 2 hours per week in the form of a seminar, face-to-face, distance learning, combined.

Student workload: 2x one-hour seminar per week x 11 weeks. A total of 33 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 88 hours.

Methods of education: interview, discussion of the discussed topic; work in small groups; problem solving tasks

Mandatory literature:

MÜLLER, O. et al. 2011. Therapy in special pedagogy. 2nd revised edition. Prague: Grada, 2011. 512 p. ISBN 978-80-247-4172-7.

Recommended reading:

NOVÁK, V. et al. Theater work in specific groups. NAMU Prague, 2013. ISBN 978-80-7331-289-3.

RŮŽIČKA, M. – POLÍNEK, M. D. 2013. Introduction to the study of drama therapy, theater therapy, experiential pedagogy and drama. Ed. 1. Olomouc: P-centrum, 2013. 68 p. ISBN 978-80-905377-1-2.

The student will be evaluated in the form of interim and final evaluation. Continuous evaluation takes place during the semester in the form of point evaluation of active participation in seminars or in the form of semester work with a maximum point evaluation of 70 points. To participate in the final evaluation, it is necessary to obtain at least 50 points from the interim evaluation. The final evaluation takes place in written or oral form, the maximum number of points obtained from the final evaluation is 30 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Definition of drama therapy, basic terms in drama therapy.

Historical roots and the present of drama therapy.

Interdisciplinary resources of drama therapy.

The structure of the drama therapy process.

Group and individual form of drama therapy.

Drama therapy techniques.

The use of drama therapy when working with different client groups of social work.

Students will gain information about drama therapy as an approach in working with clients, a historical excursion of the development of drama therapy, the drama therapy process of working with clients, forms and techniques, as well as the possibilities of its use when working with different client groups of social work. The student can solve problems, coordinate procedures in teams and independently and responsibly make decisions in a changing environment, can formulate information about the process and results of solving tasks, communicate professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships with related fields.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, face-to-face, distance learning and combined

Student workload: 2 hours of seminar per week x 11 weeks, i.e. a total of 22 hours per semester. Preparation for interim assessment 20 hours. A total of 42 hours.

Education methods: 1. Monological (lectures, briefing), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. Staging methods (acting roles and modeling).

KÚSÝ, P. (2018). Interpersonal theory of music: theoretical starting points, research results and application possibilities. Trnava: TYPI UNIVERSITAS TYRNAVIENSIS.

KUSÝ, P. (2018). What we are (not) attracted to in music. In HOLDOŠ, J., LAJČIAKOVÁ, P.

& ĎURKA, R. (Eds.). ALUMNI - Conference of Graduates 2017. Ružomberok: VERBUM. pp. 41 – 48.

Recommended reading:

KUSÝ, P. (2019). Quovadis music therapy and musicology in Slovakia? In Psychiatry – Psychotherapy – Psychosomatics, no. 4, p. 19 – 23.

KUSÝ, P. (2019). The possibilities of music therapy in the context of integrated psychotherapy / Knobloch. In Revista de InvestigacionenMusicoterapia. 3, 148–155.

DRLÍČKOVÁ, S. (2014). Musicophiletics. In Arteterapie, no. 34, p. 75-90.

GAJDOŠIKOVÁ ZELEIOVÁ, J. (2012). Psychodynamic aspects of music therapy. Trnava: TypiUniversitatisTyrnaviensis.

KRUŠINSKÁ, M. & GAJDOŠIKOVÁ ZELEIOVÁ, J. (2011). Music-educational and music-therapeutic modules. Ružomberok: KU.

MATEJOVÁ, Z. - MAŠURA, S. (1992). Music therapy in special and therapeutic pedagogy. Bratislava: SPN.

POWEL, J. (2018). The emotional power of beautiful sounds or why we like music. Olomouc: ANAG.

ŠIMANOVSKÝ, Z. (2011). Games with music and music therapy techniques in education, social work and clinical practice. Prague: Portal.

ŠKOVIERA, A. (2006). Chapters from special music education. Bratislava: MPC.

ZELEIOVÁ, J. /2007). Music therapy. 1. Ed. Prague: Portal.

Completing the subject ends with an assessment. During the semester, students have the opportunity to earn 100 points based on a prepared and implemented program with elements, techniques and methods of music therapy and musicology for a group of other students.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student controls and differentiates all the basic principles of music therapy and musicology and knows how to apply them in practice; B-excellent performance, the student knows the basic methods and procedures of music therapy and musicophyletics, but it is difficult for him to critically differentiate them, and the practical application is only partial; C- good performance, the student has learned to navigate the basics of music therapy and musicology, but is unable to apply them in practice, D- sufficient performance, the student has only learned the basic core of the course content, but is unable to apply it in practice, E - sufficient, student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Music therapy and musicophile contexts of the use of playing with music.

Music therapy as one of the methods of helping the client.

Definitions of music therapy in different contexts.

Forms and components of music therapy.

Active/creative form of music therapy, its principles and methods.

Receptive form of music therapy and methods of implementation.

Staging the principles of music - musical perception and apperception.

The use of elements of music therapy in social work.

Specifics of work with selected target groups.

Learning outcomes:

Goals and outcomes of education:

After completing the course, students will gain knowledge in the field of music therapy and musicology as one of the methods of helping clients, knowledge of its methods and forms. They will be ready to use elements of music therapy when working with a social client, group, family, community in various contexts.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

HERETIK, A. Sr.; HERETIK, A. Jr. And col. (2016). Clinical psychology. Second, revised and enlarged edition. Nové Zámky: Psychoprof. – selected chapters on psychopathology

Recommended reading:

KOLIBAŠ, E. (2010). Handbook of Clinical Psychiatry. Nové Zámky: Psychoprof.

KONČEKOVÁ, Ľ. (2005). Pathopsychology. Prešov: Lana.

MAHROVÁ, G.; VENGLÁŘOVÁ, M. (2008). Social work with people with mental illness. Prague: Grada.

PRASKO, J. (2003). Personality disorders. Prague: Portal.

RABOCH, J.; PAVLOVSKÝ, P. (2006). Psychiatry-minimum for practice. Prague: TRITON.

SVOBODA, M. (2006). Psychopathology and psychiatry. Prague: Portal.

VÁGNEROVÁ, M. (2012). Psychopathology for helping professions. Prague: Portal

Intermediate assessment – 40 points (seminar work on selected topics from the course syllabus)

Final assessment – 60 points (written or oral exam, 10 questions with a maximum value of 6 points)

Maximum number of points – 100

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student controls and differentiates all the basic principles and specifics of the concepts of psychopathology and knows how to apply them in practice; B-excellent performance, the student masters the basic concepts of psychopathology, but finds it difficult to differentiate them critically, and the practical application is only partial; C- good performance, the student has learned to navigate the basics of psychopathology concepts, but is unable to apply them in practice, D- sufficient performance, the student has only learned the basic core of the course content, but is unable to apply it in practice, E - sufficient, the student he learned to navigate the content of the course, but he did not learn to actively work with it and apply it in practice.

Psychopathology, problem of normality, abnormality.

Etiopathogenesis of mental disorders, health psychology - frustration, deprivation, conflict.

Disorders of perception, imagery, attention.

Disorders of memory, emotionality, intellect. Disorders of thinking and behavior, disorders of consciousness.

Personality disorders.

Psychiatric minimum – organic and symptomatic mental disorders.

Schizophrenia, affective disorders.

Psychoreactive disorders, eating disorders.

Mental disorders associated with the use of psychoactive substances.

Personality disorders - abnormal personality variants.

Pedopsychiatry, gerontopsychiatry.

Goals and outcomes of education:

The student will gain an overview of basic psychological disorders, will be able to identify their symptoms, apply the acquired knowledge in work with the client.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights

2 hours per week in the form of a seminar, face-to-face, distance learning, combined.

Student workload: 2 hours per week x 11 weeks. Preparation for the report 40 hours and preparation for the presentation of the written work 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefing), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Directed self-study (work with text, content analysis, presentation preparation).

BĚCHYŝOVÁ, Marta - KONVIČKOVÁ, Věra. Rehabilitation of the family. Prague: Portal, 2008. p: 152, ISBN 978-80-262-0031-4

Recommended reading:

BERG, Insoo Kim. Strengthening the family. Prague: GradaPublishing, a.s. ISBN 80-247-0415-3.

DUNOVSKÝ, Jiří. The family and its disorders in relation to the child. Prague: SPN, 1980. 248 p. - ISBN 80-7169-192-5.

GJURIČOVÁ, Šárka. - KUBIČKA, Jiří. Family therapy, systemic and narrative approaches. 1st ed. Prague: GradaPublishinga.s., 2003. 184 p. ISBN 80-247-0415-3

JONES, Elsa. Family system therapy. Development in Milan systemic therapies. Hradec Králové: Konforntace, 1996.

JONES, Elsa – ASEN, Eia. Systemic couple therapy and depression. Prague: Psychoanalytické nakladatelství, 2000. 228 p. ISBN 80-.86123-13-8.

PLAŇAVA, Ivo. Together and everyone alone in marriage and family. Prague: NakladatelstvíLidové noviny, 1998. 218 p. ISBN 80-7106-292-8

SATIRE, Virginia. Joint family therapy. Prague: Portal. 2007. ISBN 0-8314-0051-X

SOBOTKOVÁ, Irena. Psychology of the family. Prague: Portal, 2001. 174 p. ISBN 978-80-7367-250-8

SLEEP, Ivan. The art of helping. 2nd ed. Prague: Sociologické nakladatelství, 1999. ISBN 80-85850-69-9.

The course ends with an assessment. During the semester, each student prepares and presents a paper on a given topic, for which he can receive 70 points. At the end of the semester, students prepare a written work on a given topic in the specified time, for which they can receive a maximum of 30 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points. A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice

Definition of the term family, normality versus abnormality of the family; family functions, family functioning disorders; basic characteristic of family therapy. Classical therapeutic directions and the place of the family in it. System theories. System approach. Structural direction. Strategic direction. Communication direction. Experiential – humanistic direction and systemic direction. Solution-oriented therapy and narrative therapy. Application of methods and procedures of individual system theories for their use when working with families in social work.

Learning outcomes:

Goals and outcomes of education:

After completing the subject, we assume that the student will be able to differentiate individual directions in family therapy and will be able to apply some of the procedures and techniques of these directions under supervision when working with the family. The student will be able to identify basic problems in family life - psychosomatics, problematic behavior, psychological and emotional problems in the family (neurotic manifestations, tics, depression, fears and anxieties, adaptation problems, dependent relationships, relationship disorders...) and accompanies family members in their handling and processing,

He will be able to describe effective therapeutic methods, procedures and interventions when working with children and their families (family therapy focused on relational bonds, work with trauma, processing of the child's past, touch therapy, work with the body, dyadic developmental psychotherapy, theraplay, work with sand, …)

He will understand the principles and starting points of non-directive psychotherapy (Carl Rogers), relationship therapy and family therapy (Daniel Hughes), the latest findings from neurobiology and neuropsychology (Daniel Siegel, Jonathan Baylin Bruce Perry).

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, combined.

Student workload: 2 seminar hours per week x 11 weeks. Preparation for the interim assessment 20 hours and preparation for the final exam 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies ).

PAVELOVA, Ľ. et al. (2013). Community social work. Social work in the community. Bratislava: Iris – Vydavateľstvo a tlač, s.r.o..

DE LEON, G. (2000). Therapeuticcommunity. Theory, Model and Method. New York: Springer Publishing Company.

Recommended reading:

HARTL, P. (1997). Civic community and therapeutic community. Prague: Elephant.

KALINA, K. (2008). Therapeutic community. Prague: Grada.

KNOBLOCH, F.; KNOBLOCHOVA, J. (1999). Integrated psychotherapy in practice. Prague: Grada.

KRATOCHVÍL, S. (2009). Group psychotherapy in practice. Prague: Galén.

KRATOCHVÍL, S. (2007). Stories of therapeutic groups. Prague: Triton.

RUŽIČKA, J. (2011). Community and group psychotherapy in the Czech perspective. Brno: Triton.

PERFAS, F.B. (2003). TherapeuticCommunity. A PracticeGuide. iUniverse.com.

Intermediate assessment – 40 points (seminar work on selected topics from the course syllabus)

Final assessment – 60 points (written or oral exam, 10 questions with a maximum value of 6 points)

Maximum number of points – 100

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student masters and differentiates all the basic principles and specifics of community therapy and knows how to use them in practice; B-excellent performance, the student knows the basic theses of community therapy, but it is difficult for him to differentiate them critically and the application in practice is only partial; C- good performance, the student has learned to navigate the basics of community therapy, but is unable to apply them in practice, D- sufficient performance, the student has only learned the basic core of the course content, but is unable to apply it in practice, E - sufficient, the student he learned to navigate the content of the course, but he did not learn to actively work with it and apply it in practice.

The emergence and development of the therapeutic community.

Definitions, theories and personalities of the therapeutic community.

Principles, rules and standards of the therapeutic community.

Role and communication in group therapy context.

Rituals in the therapeutic community.

Organization and structure of therapeutic groups.

Therapeutic and effective factors of the therapeutic community with selected target groups.

Use of the therapeutic community in a social organization, with a social client.

The position of a social worker in a community therapy team.

Learning outcomes:

Goals and outcomes of education:

After completing the subject, students will gain knowledge of the functioning of the therapeutic community as one of the alternatives to psychotherapy with the possibility of its use in the social field with different target groups of clients and in individual social care systems. In this way, students can theoretically and practically define and distinguish individual principles, methods and specifics of the therapeutic community.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

: 2 hours per week in the form of a seminar, combined.

Student workload: 2 seminar hours per week x 11 weeks. Preparation for the interim assessment 20 hours and preparation for the final exam 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies ), 5. Practice of individual relaxation methods.

CUNGI, C.; LIMOUSIN, S. (2005). Relaxation in everyday life. 1st ed., Prague: Portal.

DROTÁROVÁ, E.; DROTÁROVÁ, L. (2003). Relaxation methods. 1st ed. Prague: Epoch.

Recommended reading:

HAŠTO, J. (2018). Autogenic training. Concentrative breathing and relaxation training. 4th ed. Trenčín: Publishing House F.

HUBER, J.; BANKHOFER, H.; HEWSON, E. (2009). 30 ways to relieve stress. Prague: Grada.

KOŽIAK, M. (2010). Psychobalm - relaxation method. Bratislava: Psychodiagnostika.

KŘIVOHLAVÝ, J. (2010). Nurse and stress. Prague: Grada.

OLSCHEWSKI, A. (2018). Progressive muscle relaxation. Prague: Poznań.

PRASKO, J. (2003). How to relieve tension, stress and anxiety. 1st ed. Prague: Grada.

SCHULTZ, J.H. (2019). Autogenic training. Original exercise books. Instructions from the founder of the autorelaxation method. Prague: Poznań.

Learning outcomes:

Goals and outcomes of education:

The student acquires knowledge about the importance of relaxation in human life, basic theoretical knowledge of the mechanisms of effect of relaxation methods and relaxation techniques. He can recognize the appropriateness of using individual relaxation procedures when working with a client. He will get personal experience with the practical training procedure of the most frequently used relaxation methods. It can distinguish the appropriateness of the indication, or contraindications for relaxation methods in various cases.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

The importance of relaxation in the life of a modern person. Model of general adaptation syndrome - GAS. Hyperstress, hypostress, eustress and distress. Basic approaches to stress management - stress management. Psychosomatics and somatopsychics. Mechanism of effect of relaxation methods and relaxation techniques. Relaxation methods - influencing the state of consciousness: breathing, senses, muscle and body sensations, mental imagination. Ways of relaxation – breath control, reduction of muscle tension, sensory perception, release of thoughts. Types of relaxation techniques and methods. Autogenic training. Respiratory methods. Progressive relaxation. Relaxation through release of thoughts (meditation, visualization, imagination). Indications and contraindications in the application of relaxation methods. Prevention and supportive therapy. Areas of concrete use of relaxation methods and techniques: psychotherapy, psychoprophylaxis, self-knowledge and self-development within more complex programs, rehabilitation and resocialization programs. Use of relaxation techniques in work with specific target groups.

The student acquires knowledge about the importance of relaxation in human life, basic theoretical knowledge of the mechanisms of effect of relaxation methods and relaxation techniques. He can recognize the appropriateness of using individual relaxation procedures when working with a client. He will get personal experience with the practical training procedure of the most frequently used relaxation methods. It can distinguish the appropriateness of the indication, or contraindications for relaxation methods in various cases.

2 hours per week in the form of a seminar, Face-to-face, distance learning, combined method

Student workload: 2 hours of lecture per week x 11 weeks. A total of 22 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 72 hours.

Education methods: Monological (lectures, briefings),

Dialogic (conversation, discussion),

Situational (case studies),

Practical methods (method simulation),

Guided self-study (work with text, content analysis).

LÓZSI, Lívia et al. Sociotherapy. Bratislava: Institute of Psychotherapy and Sociotherapy, 2013. ISBN 978-80-97138-60-8.

MAČKINOVÁ, Monika - MIKLÓŠOVÁ, Petra : Resocialization as helping alcohol-dependent women to return to normal life [electronic document] = Resocialization as helpingalcohol-dependentwomen to return to normallife. In: Review of social sciences and humanities [electronic document]. - Year 7, no. 4 (2019), p. [1-11] [online]. - ISSN (online) 1339-259X

Recommended reading:

MIKLÓŠOVÁ, Petra - MAČKINOVÁ, Monika: Theoretical background of social work for working with alcohol-dependent women [electronic document] = Theoretical background of social work for working with alcohol-dependent women. In: Review of social sciences and humanities [electronic document]. - Year 7, no. 4 (2019), p. [1-10] [online]. - ISSN (online) 1339-259X

MAČKINOVÁ, Monika- ŠTIAVNICKÁ, Dagmar: Internet as a phenomenon of dependence in adolescent children.

In: Family in the 2nd decade of the 21st century. - Prague: Educa Service, 2013. - S. 291-299. - ISBN 978-80-87306-13-0

OROSOVA, Oľga. Innovative methods in the prevention of drug addiction. Košice: University of Pavel Jozef Šafárik in Košice, 2003. ISBN 80-7097-502-4

ŠROBÁROVÁ, Soňa. Intervention, resocialization and therapy in social work. Ružomberok : VERBUM, 2011. ISBN 978-80-8084-715-9

Completing the subject ends with an assessment. During the semester, the student has the opportunity to obtain 70 points based on completed tasks assigned at seminars, which will be continuously solved and evaluated. To participate in the final evaluation, it is necessary to obtain at least 50 points from the interim evaluation. The final assessment consists of a discussion on the given topic and students can get 30 points in the final assessment.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Delineation and definition of basic terms. Definition of sociotherapy in relation to helping professions and systems. Sociotherapy and social

for work. Goals of sociotherapy. Forms and methods of work in the process of resocialization. Basics of resocialization for selected target groups.

After completing the subject, students will gain knowledge in the field of sociotherapy, its application in social work and resocialization with the possibility of practical application in work with the client, family, community and within social care. They will acquire knowledge about methods and forms of resocialization, about the specifics of the process of resocialization with selected target groups.

The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department. As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, combined

Student workload: 2 hours of seminar per week x 11 weeks Preparation for interim assessment 20 hours and preparation for final exam 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies ).

Mandatory literature:

VON FRANZ, M.L. (2011). Psychological interpretation of fairy tales. The meaning of fairy tales according to Jungian archetypal psychology. Prague: Portal.

HAMBÁLEK, V. (2011). Postmodern and critical approaches in social work theory and their application in the context of case social work. In: Ondrušková, E. - Koscurová, Z. Reality and vision of social work. Proceedings of the international scientific conference. Bratislava: University of Bratislava, 2011, pp. 156-164.

Recommended reading:

PESESCHKIAN, N. (1996). The merchant and the parrot. The use of oriental stories in psychotherapy. Brno: Road.

PROCHASKA, J. O.; NORCROSS, J.C. (1999). Psychotherapeutic systems – cross-sectional theories. Prague: GradaPublishing.

ROCHE, S.E.; WOOD, G.G. (2005). A Narrative Principle for Feminist Social Work With Survivors of Male Violence. Affilia, 2005, Vol. 20, No. 4, 465-475.

RÖHR, H.P. (2008). Narcissism – an inner dungeon. The emergence of the disorder, its course and the possibilities of overcoming it. Prague: Portal.

RÖHR, H.P. (2009). Hysteria – fear of rejection. Prague: Portal.

RÖHR, H.P. (2011). Dependent relationships. Treatment and recovery of dependent personality disorders. Prague: Portal.

RÖHR, H.P. (2012). Borderline personality disorder. The emergence of the disorder, its course and the possibilities of overcoming it. Prague: Portal.

TAROČKOVÁ, T. (2011). Narrative approach and possibilities of its application in psychological counseling. Nové Zámky: Psychoprof.

SCHAUER, M.; NEUNER, F.; ELBERT, T. (2011). Narrative exposure therapy (NET). Short-term therapy for traumatic stress disorders. Trenčín: Publishing House F.

Intermediate assessment – 40 points (seminar work on selected topics from the course syllabus)

Final assessment – 60 points (written or oral exam, 10 questions with a maximum value of 6 points)

Maximum number of points – 100

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student masters and differentiates all the basic principles and specifics of narrative therapy and knows how to apply them in practice; B-excellent performance, the student knows the basic theses of narrative therapy, but it is difficult for him to critically differentiate them, and the practical application is only partial; C- good performance, the student has learned to navigate the basics of narrative therapy, but is unable to apply them in practice, D- sufficient performance, the student has only learned the basic core of the course content, but is unable to apply it in practice, E - sufficient, the student he learned to navigate the content of the course, but he did not learn to actively work with it and apply it in practice.

Paradigmatic starting points of narrative approaches – social constructionism,

turn to language, discourse as a social activity.

Principles and procedures of narrative approaches in therapy.

Defining the goals of practical activity and narrative.

Feminist narrative approaches - procedures and principles.

Reconstruction of personal stories, construction of new meanings in the life stories of clients.

Learning outcomes:

Goals and outcomes of education:

Knowledge of the starting points, principles and procedures of narrative therapy in the practice of social work, experience with the use of some procedures and methods. The ability to critically analyze the context of the client's life situation and apply the appropriate method and approach considering the client's position in the social structure. Competences to effectively make decisions in connection with the selection and use of methods, techniques and means of narrative therapy.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, combined

Student workload: 2 hours of seminar per week x 11 weeks Preparation for interim assessment 20 hours and preparation for final exam 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies ).

Mandatory literature:

VON FRANZ, M.L. (2011). Psychological interpretation of fairy tales. The meaning of fairy tales according to Jungian archetypal psychology. Prague: Portal.

HAMBÁLEK, V. (2011). Postmodern and critical approaches in social work theory and their application in the context of case social work. In: Ondrušková, E. - Koscurová, Z. Reality and vision of social work. Proceedings of the international scientific conference. Bratislava: University of Bratislava, 2011, pp. 156-164.

Recommended reading:

PESESCHKIAN, N. (1996). The merchant and the parrot. The use of oriental stories in psychotherapy. Brno: Road.

PROCHASKA, J. O.; NORCROSS, J.C. (1999). Psychotherapeutic systems – cross-sectional theories. Prague: GradaPublishing.

ROCHE, S.E.; WOOD, G.G. (2005). A Narrative Principle for Feminist Social Work With Survivors of Male Violence. Affilia, 2005, Vol. 20, No. 4, 465-475.

RÖHR, H.P. (2008). Narcissism – an inner dungeon. The emergence of the disorder, its course and the possibilities of overcoming it. Prague: Portal.

RÖHR, H.P. (2009). Hysteria – fear of rejection. Prague: Portal.

RÖHR, H.P. (2011). Dependent relationships. Treatment and recovery of dependent personality disorders. Prague: Portal.

RÖHR, H.P. (2012). Borderline personality disorder. The emergence of the disorder, its course and the possibilities of overcoming it. Prague: Portal.

TAROČKOVÁ, T. (2011). Narrative approach and possibilities of its application in psychological counseling. Nové Zámky: Psychoprof.

SCHAUER, M.; NEUNER, F.; ELBERT, T. (2011). Narrative exposure therapy (NET). Short-term therapy for traumatic stress disorders. Trenčín: Publishing House F.

Intermediate assessment – 40 points (seminar work on selected topics from the course syllabus)

Final assessment – 60 points (written or oral exam, 10 questions with a maximum value of 6 points)

Maximum number of points – 100

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student masters and differentiates all the basic principles and specifics of narrative therapy and knows how to apply them in practice; B-excellent performance, the student knows the basic theses of narrative therapy, but it is difficult for him to critically differentiate them, and the practical application is only partial; C- good performance, the student has learned to navigate the basics of narrative therapy, but is unable to apply them in practice, D- sufficient performance, the student has only learned the basic core of the course content, but is unable to apply it in practice, E - sufficient, the student he learned to navigate the content of the course, but he did not learn to actively work with it and apply it in practice.

Paradigmatic starting points of narrative approaches – social constructionism,

turn to language, discourse as a social activity.

Principles and procedures of narrative approaches in therapy.

Defining the goals of practical activity and narrative.

Feminist narrative approaches - procedures and principles.

Reconstruction of personal stories, construction of new meanings in the life stories of clients.

Learning outcomes:

Goals and outcomes of education:

Knowledge of the starting points, principles and procedures of narrative therapy in the practice of social work, experience with the use of some procedures and methods. The ability to critically analyze the context of the client's life situation and apply the appropriate method and approach considering the client's position in the social structure. Competences to effectively make decisions in connection with the selection and use of methods, techniques and means of narrative therapy.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, combined.

Student workload: 2 hours of seminar per week x 11 weeks Preparation for interim assessment 20 hours and preparation for final exam 20 hours. A total of 62 hours.

Education methods: 1. Monological (lectures, briefings), 2. Dialogic (interview, discussion, colloquium, brainstorming), 3. Guided self-study (work with text, content analysis, presentation preparation, problem solving), 4. situational methods (case studies ).

AADLAND, Einar – MATULAYOVÁ, Tatiana (eds.). Ethical reflections in the helping professions. 1st ed., Prešov: Prešov University, 2011. ISBN 978-80-555-0331-8

Code of ethics of social workers of the Slovak Republic, in: Information newsletter of the Association of Social Workers in Slovakia, 1999.

Recommended reading:

KAPPL, Mirek – SMUTEK, Martin – TRUHLÁŘOVÁ, Zuzana (eds.). Ethics of social work. 1st edition, Hradec Králové : Gaudeamus, 2010. ISBN 978-80-7435-037-5

REMIŠOVA, Anna. (eds.). History of ethical thinking in Europe and the USA. 1st edition, Bratislava: Kalligram, 2008. ISBN 978-80-8101-103-0

REMIŠOVA, Anna. Codes of ethics. 1st edition, Bratislava: EKONÓM, 1998. ISBN 80-225-0952-3

International Code of Ethics for Social Workers adopted by the International Federation of Social Workers (IFSW), 2004

Completing the subject ends with an assessment. The student will be assessed continuously in the form of reflection on the studied recommended literature and the completion of tasks during the seminar (max. 70 points) and ends with the defense of the semester work (project) with a total maximum value of 30 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points. A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Important ethical theories of the 20th century (concepts of ethics).

Ethical discourses and ethical dimensions. Principles, values and standards in social work.

Professional ethics - its understanding in social work, Codes of Ethics. International Code of Ethics for Social Workers - IFSW 2004.

Code of ethics of social workers in Slovakia.

Methods of solving ethical problems (mediation; arbitration; corrective measures; disciplinary procedures/sanctions).

Problems related to the performance of the helping profession - helper syndrome; burnout syndrome and boredom syndrome in social work.

The problem of experiments and the participation of social workers in them, the placebo problem.

Learning outcomes:

Goals and outcomes of education:

After completing the subject, the student acquires an overview of information, knowledge about important ethical directions of the 20th century, which also affect the perception of values in social work and the professional ethics of social work itself, as well as knowledge about the code of ethics of a social worker and the perception of professional ethics in social work. These results ensure that the student will subsequently be able to propose, accept and implement conceptual solutions to social problems, as is expected of a graduate of the second degree of social work studies. It is about the development of the student's theoretical knowledge in the field of ethics in the work of a social worker, which is part of the supporting topics of the core knowledge of the field of study.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, Face-to-face, distance learning, combined method

Student workload: 2x one-hour seminar per week x 11 weeks. A total of 22 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 72 hours.

Education methods: Monological (lectures, briefings),

Dialogic (conversation, discussion),

Situational (case studies),

Guided self-study (work with text, content analysis).

Mandatory literature:

KRATOCHVÍL, Stanislav. Sexual dysfunction. Prague: GradaPublishing, a.s., 2008. ISBN 978-80-247-2476-8.

Recommended reading:

FIFKOVÁ, Hanka. Erotic representation of women. Prague: Mladá fronta, 2005. 80-204-1204-2

ŠULOVÁ, Lenka – FAIT, Tomáš – WEISS, Petr et al. Education for sexual reproductive health. Maxdorf, Prague 2011, 438 pp., ISBN 978-80-7345-238-4

WEISS, Petr. Sexual deviation - classification, diagnosis and therapy.. Prague: Portal. 2002. ISBN 80-7178-634-9

WEISS, Petr et al.: Sexology. Prague: GradaPublishing, 2010. ISBN 978-80-247-2492-8

The course ends with an assessment, and during the semester students can get a maximum of 100 points for completing ongoing tasks and assignments.

At least 91 points are required to obtain an A rating, at least 81 points are required to obtain a B rating, at least 73 points are required to obtain a C rating, at least 66 points are required to obtain a D rating, and an E rating is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Cognitive prerequisites for professional work with human sexual problems. Communication about and in sexuality. Information, prejudices and myths. Sexual identity, gender role. Child sexuality, adolescence and mature sexuality. Sexual fantasies, sexual experience and behavior. Masturbation as solitary sexuality. Sexual variability, definition and criteria of normality in sexual behavior. Sexual motivation system, its disorders. Sexual orientation and preferences. Paraphilias and their therapy. Forced sex, rape, sexual harassment, abuse. Compulsive sexual behavior. Sexual dysfunctions and sexual therapy. Love, intimacy and sexuality, intimate communication. Sexual education. Sexually transmitted diseases and safer sex. Ethics of the professional role in working with sexual topics

Learning outcomes:

Goals and outcomes of education:

The ability to navigate current trends in the understanding of human sexuality, an increased level of awareness, sensitivity and self-reflection of cognitive errors and prejudices. The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a lecture, face-to-face and 1 hour per week in the form of a seminar, face-to-face, distance learning, combined.

Student workload: 2 hours of lecture per week x 11 weeks + 1 hour seminar per week x 11 weeks. A total of 33 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 88 hours.

Education methods: Monological (lectures, instruction), Dialogic (interview, discussion), Guided self-study (work with text, content analysis).

KUSIN, Vasiľ- ŠEBESTOVÁ, Petronela- MAČKINOVÁ, Monika: Borders of the home Philosophical-anthropological and socio-political aspects. 1st ed. . Brno : MSD , 2021. ISBN 978-80-7392-360-0

DUDOVA, I., STANEK, V., etal. Social policy. . ed., Bratislava : Wolters Kluwer, 20018. ISBN 978-80-8168-866-9 (Selected chapters)

Recommended reading:

MAČKINOVÁ, M., TŮMA, J., MASARYK, V., MATYŠÁK, P.) Globalization impact on the individual and the functioning of society. In: Eniology of man. - No. 5 (2015), p. 11-14. - ISSN 2336-4157

ZÁMKOVÁ, V., MAČKINOVÁ, M., ŠEBESTOVÁ, P.: Esping Andersen's model of the three "worlds" of the welfare state and its criticism [electronic document] = Esping Andersen's model of the three "worlds" of the welfare state and its criticism. In: Social-health horizon [electronic document]. - Year 7, no. 1 (2020), p. [1-14] [online]. – ISSN (online) 2336-3479

MAČKINOVÁ, M., ŠTIAVNICKÁ, D. Lowered social status through long term unemployment. In: Impacts of the economic crisis on the quality of life, health and social sphere: quality of life and health, volunteering, marginalized groups, impacts of the economic crisis, part 1 [electronic resource]. - Prešov: Institute of Social Sciences and Health bl.P.P. Gojdiča, 2013. - S. 379-392 [CD-ROM]. – ISBN 978-80-89464-23-4

Completing the subject ends with an exam. During the semester, the student has the opportunity to obtain 40 points on the basis of completed tasks assigned at seminars, which will be continuously solved and evaluated. To participate in the final assessment, it is necessary to obtain at least 26 points from the interim assessment.

The course is completed by an oral exam on the acquired knowledge for the entire semester, from which students have the opportunity to obtain max. 60 points. At the oral exam, for the final assessment, they must obtain min. 36 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Historical context and development of social policy. Models of social policy and their impact on its implementation. Links of social policy to the development of the welfare state. Macroeconomic context of social policy. Interconnection of economic and social policy. Social policy as a segment of economic policy. Financing of social policies. Social doctrine and creation of social policies. Social economy in the context of social policy. European social policy, social policy and the global economy. The principle of activation in social policy and social work.

After completing the subject, the student should understand the broader context of creation, processes and functioning of social policy in the macroeconomic context. He should know and be able to identify the regularities and links forming and shaping social policy instruments, as well as understand the economic impact on its functioning and implementation. The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a lecture, face-to-face and 1 hour per week in the form of a seminar, face-to-face, distance learning, combined.

Student workload: 2 hours of lecture per week x 11 weeks + 1 hour seminar per week x 11 weeks. A total of 33 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 88 hours.

Education methods: Monological (lectures, instruction), Dialogic (interview, discussion), Guided self-study (work with text, content analysis).

KUSIN, Vasiľ- ŠEBESTOVÁ, Petronela- MAČKINOVÁ, Monika: Borders of the home Philosophical-anthropological and socio-political aspects. 1st ed. . Brno : MSD , 2021. ISBN 978-80-7392-360-0

DUDOVA, I., STANEK, V., etal. Social policy. . ed., Bratislava : Wolters Kluwer, 20018. ISBN 978-80-8168-866-9 (Selected chapters)

Recommended reading:

MAČKINOVÁ, M., TŮMA, J., MASARYK, V., MATYŠÁK, P.) Globalization impact on the individual and the functioning of society. In: Eniology of man. - No. 5 (2015), p. 11-14. - ISSN 2336-4157

ZÁMKOVÁ, V., MAČKINOVÁ, M., ŠEBESTOVÁ, P.: Esping Andersen's model of the three "worlds" of the welfare state and its criticism [electronic document] = Esping Andersen's model of the three "worlds" of the welfare state and its criticism. In: Social-health horizon [electronic document]. - Year 7, no. 1 (2020), p. [1-14] [online]. – ISSN (online) 2336-3479

MAČKINOVÁ, M., ŠTIAVNICKÁ, D. Lowered social status through long term unemployment. In: Impacts of the economic crisis on the quality of life, health and social sphere: quality of life and health, volunteering, marginalized groups, impacts of the economic crisis, part 1 [electronic resource]. - Prešov: Institute of Social Sciences and Health bl.P.P. Gojdiča, 2013. - S. 379-392 [CD-ROM]. – ISBN 978-80-89464-23-4

Completing the subject ends with an exam. During the semester, the student has the opportunity to obtain 40 points on the basis of completed tasks assigned at seminars, which will be continuously solved and evaluated. To participate in the final assessment, it is necessary to obtain at least 26 points from the interim assessment.

The course is completed by an oral exam on the acquired knowledge for the entire semester, from which students have the opportunity to obtain max. 60 points. At the oral exam, for the final assessment, they must obtain min. 36 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

Historical context and development of social policy. Models of social policy and their impact on its implementation. Links of social policy to the development of the welfare state. Macroeconomic context of social policy. Interconnection of economic and social policy. Social policy as a segment of economic policy. Financing of social policies. Social doctrine and creation of social policies. Social economy in the context of social policy. European social policy, social policy and the global economy. The principle of activation in social policy and social work.

After completing the subject, the student should understand the broader context of creation, processes and functioning of social policy in the macroeconomic context. He should know and be able to identify the regularities and links forming and shaping social policy instruments, as well as understand the economic impact on its functioning and implementation. The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

24 hodín formou sociálno-psychologického výcviku v bloku,

prezenčne, dištančne a kombinovanou metódou

Metódy vzdelávania: Monologické (prednášky, inštruktáž), Dialogické (rozhovor, diskusia,), Riadené samoštúdium (práca s textom, analýza obsahu)

ADAMCOVÁ, M. 2011. Models of public policy making and citizen participation. In Civic participation and public policy in a democratic society in Banska Bystrica 1.8.-31.9.2011. Electronic proceedings from the international scientific online conference - [CD-ROM]. Matej Bel University, Faculty of Political Sciences and International Relations, Banská Bystrica. 2011, p. 5-11. ISBN 978-80-557-0336-7

HALÁSEK, D. 2011. Public policy. University of Silesia in Opava, Faculty of Public Policy in Opava. 2011. 176 p

Recommended reading:

VIŠŇOVSKÝ, E., 2010. Civic participation as a problem of culture. In PLICHTOVÁ, J. (eds.) Citizenship, participation and deliberation in Slovakia. Science Publishing House of the Slovak Academy of Sciences, Bratislava. 2010. p. 45-83. ISBN 978-80-224-1173-8

Collective of authors. A reader for advanced non-profit organizations. 1st edition, Bratislava: Center for Prevention and Resolution of Conflicts PDCS. 2000. ISBN 80-9680-953-9

HENDERSON, Paul - THOMAS, N. David. Community work skills in neighbourhoods. 3rd edition, Nitra: Community Development Center. 2007. ISBN 978-80-969638-4-3

WATES, Nick. TheCommunityplanninghandbook. How people can shape their cities, towns and villages in any part of the world. London : EarthscanPublicationsLtd.. 2002. ISBN 1-85383-654 0

The graduate completes the course with an evaluation. It will be evaluated for the acquired skills during the exercises.

At least 91 points are required to obtain an A rating, at least 81 points are required to obtain a B rating, at least 73 points are required to obtain a C rating, at least 66 points are required to obtain a D rating, and an E rating is required get at least 60 points.

Basics of civil participation.

Three sectors of civil society and their connection, strengths and weaknesses of individual sectors.

The concept of power and its impact on action – approaches to citizen involvement.

Types of public meetings depending on the goal and their preparation.

Conducting public meetings. Skills training.

Learning outcomes:

Goals and outcomes of education:

After completing the exercises, the student has the competence to prepare and facilitate public meetings of residents and representatives of other sectors of public life. After completing the subject, the student:

He will be able to analyze and critically evaluate different theories and typologies of social policies.

He will be able to understand and critically evaluate the European dimension of social policy

He will acquire knowledge and skills that will enable him to identify the main social challenges and problems in social policy

He will know and will be able to find out the cultural needs, interests, attitudes of different target groups, He will be able to plan socio-cultural activities for target groups in the community.

Acquires skills and abilities to conduct an open and fair discussion, to be tolerant of other identities and values, and to find a solution

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

24 hodín formou sociálno-psychologického výcviku v bloku,

prezenčne, dištančne a kombinovanou metódou

Metódy vzdelávania: Monologické (prednášky, inštruktáž), Dialogické (rozhovor, diskusia,), Riadené samoštúdium (práca s textom, analýza obsahu)

ADAMCOVÁ, M. 2011. Models of public policy making and citizen participation. In Civic participation and public policy in a democratic society in Banska Bystrica 1.8.-31.9.2011. Electronic proceedings from the international scientific online conference - [CD-ROM]. Matej Bel University, Faculty of Political Sciences and International Relations, Banská Bystrica. 2011, p. 5-11. ISBN 978-80-557-0336-7

HALÁSEK, D. 2011. Public policy. University of Silesia in Opava, Faculty of Public Policy in Opava. 2011. 176 p

Recommended reading:

VIŠŇOVSKÝ, E., 2010. Civic participation as a problem of culture. In PLICHTOVÁ, J. (eds.) Citizenship, participation and deliberation in Slovakia. Science Publishing House of the Slovak Academy of Sciences, Bratislava. 2010. p. 45-83. ISBN 978-80-224-1173-8

Collective of authors. A reader for advanced non-profit organizations. 1st edition, Bratislava: Center for Prevention and Resolution of Conflicts PDCS. 2000. ISBN 80-9680-953-9

HENDERSON, Paul - THOMAS, N. David. Community work skills in neighbourhoods. 3rd edition, Nitra: Community Development Center. 2007. ISBN 978-80-969638-4-3

WATES, Nick. TheCommunityplanninghandbook. How people can shape their cities, towns and villages in any part of the world. London : EarthscanPublicationsLtd.. 2002. ISBN 1-85383-654 0

The graduate completes the course with an evaluation. It will be evaluated for the acquired skills during the exercises.

At least 91 points are required to obtain an A rating, at least 81 points are required to obtain a B rating, at least 73 points are required to obtain a C rating, at least 66 points are required to obtain a D rating, and an E rating is required get at least 60 points.

Basics of civil participation.

Three sectors of civil society and their connection, strengths and weaknesses of individual sectors.

The concept of power and its impact on action – approaches to citizen involvement.

Types of public meetings depending on the goal and their preparation.

Conducting public meetings. Skills training.

Learning outcomes:

Goals and outcomes of education:

After completing the exercises, the student has the competence to prepare and facilitate public meetings of residents and representatives of other sectors of public life. After completing the subject, the student:

He will be able to analyze and critically evaluate different theories and typologies of social policies.

He will be able to understand and critically evaluate the European dimension of social policy

He will acquire knowledge and skills that will enable him to identify the main social challenges and problems in social policy

He will know and will be able to find out the cultural needs, interests, attitudes of different target groups, He will be able to plan socio-cultural activities for target groups in the community.

Acquires skills and abilities to conduct an open and fair discussion, to be tolerant of other identities and values, and to find a solution

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, face-to-face, distance learning, combined.

Student workload: 2x one-hour seminar per week x 11 weeks. A total of 22 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 72 hours.

Education methods: Monological (lectures, instruction), Dialogic (interview, discussion, colloquium, brainstorming), Guided self-study (work with text, content analysis

KUNOVÁ, Vlasta - NOVÁČIKOVÁ, Daniela - ZEMANOVIČOVÁ, Daniela: Internal policies and activities of the European Union. Ed. Ales Čenek. 2014. ISBN 9788073804985

SCHWARCZ, P. – TAKÁČ, I. – KOVÁČIK, M. 2012. Cohesion policy. 1st ed. Nitra. Slovak University of Agriculture, 2012. 140 p. ISBN: 978-80-552-0750-6

Recommended reading:

SLAŠŤAN, Miroslav - JANČO, Milan - VIROVÁ, Viktória - HODÁS, Milan. The future of the European Union: the Lisbon Treaty and Slovakia. 1st edition Bratislava : EUROIURIS – European Legal Center, 2009. ISBN 9788089406029

GERBET, Pierre. Building Europe. Prague: Karolinum, 2004. ISBN 8024601117

HARDACRE, Alan (ed.). European Institute of Public Administration. How the EU InstitutionsWork and... How to Work with the EU Institutions. 1st edition London : John HarperPublishing, 2011. ISBN 9780956450869

Completing the subject ends with an assessment. During the semester, the student has the opportunity to obtain 70 points based on completed tasks assigned at seminars, which will be continuously solved and evaluated. The subject is completed by a written work from which students have the opportunity to obtain max. 30 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

History of the European Union.

European integration process.

EU institutions and bodies.

International relations, policies and activities of the EU. EU funds.

Multiculturalism and international migration. Work for international and European institutions.

Learning outcomes:

Goals and outcomes of education:

After completing the subject, the student should acquire a basic political, cultural and economic overview of the EU and the possibilities that the EU brings. The subject also offers a view of cooperation, dialogue and further integration of the EU countries that are opening up in various areas, with an emphasis on the social area. This knowledge is essential for the student to be able to search for, analyze and work with various Euro policies and present their own solutions to problems in social work. The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.

2 hours per week in the form of a seminar, face-to-face, distance learning, combined.

Student workload: 2x one-hour seminar per week x 11 weeks. A total of 22 hours per semester. Preparation for the interim assessment 20 hours, preparation for the exam 30 hours. A total of 72 hours.

Education methods: Monological (lectures, instruction), Dialogic (interview, discussion, colloquium, brainstorming), Guided self-study (work with text, content analysis

KUNOVÁ, Vlasta - NOVÁČIKOVÁ, Daniela - ZEMANOVIČOVÁ, Daniela: Internal policies and activities of the European Union. Ed. Ales Čenek. 2014. ISBN 9788073804985

SCHWARCZ, P. – TAKÁČ, I. – KOVÁČIK, M. 2012. Cohesion policy. 1st ed. Nitra. Slovak University of Agriculture, 2012. 140 p. ISBN: 978-80-552-0750-6

Recommended reading:

SLAŠŤAN, Miroslav - JANČO, Milan - VIROVÁ, Viktória - HODÁS, Milan. The future of the European Union: the Lisbon Treaty and Slovakia. 1st edition Bratislava : EUROIURIS – European Legal Center, 2009. ISBN 9788089406029

GERBET, Pierre. Building Europe. Prague: Karolinum, 2004. ISBN 8024601117

HARDACRE, Alan (ed.). European Institute of Public Administration. How the EU InstitutionsWork and... How to Work with the EU Institutions. 1st edition London : John HarperPublishing, 2011. ISBN 9780956450869

Completing the subject ends with an assessment. During the semester, the student has the opportunity to obtain 70 points based on completed tasks assigned at seminars, which will be continuously solved and evaluated. The subject is completed by a written work from which students have the opportunity to obtain max. 30 points.

At least 91 points are required to obtain an A grade, at least 81 points are required to obtain a B grade, at least 73 points are required to obtain a C grade, at least 66 points are required to obtain a D grade, and an E grade is required get at least 60 points.

A-excellent performance, the student knows/controls/creates/critically evaluates; B-excellent performance, student knows/knows, but critical thinking is borderline; C-good performance, although the student knows/has learned, but cannot apply it in practice. D- sufficient performance, the student learned only the basic core of the content about the use of methods, he does not know how to apply them in practice, E - sufficient, the student learned to navigate the content of the course, but did not learn to actively work with it and apply it in practice.

History of the European Union.

European integration process.

EU institutions and bodies.

International relations, policies and activities of the EU. EU funds.

Multiculturalism and international migration. Work for international and European institutions.

Learning outcomes:

Goals and outcomes of education:

After completing the subject, the student should acquire a basic political, cultural and economic overview of the EU and the possibilities that the EU brings. The subject also offers a view of cooperation, dialogue and further integration of the EU countries that are opening up in various areas, with an emphasis on the social area. This knowledge is essential for the student to be able to search for, analyze and work with various Euro policies and present their own solutions to problems in social work. The student can solve problems, coordinate procedures in teams and make independent and responsible decisions in a changing environment, can formulate information about the procedure and results of solving tasks, communicate about professional opinions with experts. Has deep and cross-sectional knowledge in a specialized area, including knowledge of contexts and relationships related department.

As part of the education, we will emphasize the "Concept of social responsibility" according to the International Standard ISO 26000 (corporate social responsibility), which is a reflection of the growing recognition of the need to ensure the health of ecosystems, social justice and good organizational management. We will emphasize responsibility, transparency, ethical behavior, respect for the interests of stakeholders, compliance with the law, as well as the protection and observance of human rights.