Conducted in terms: 2021/22_Z, 2022/23_Z, 2023/24_Z, 2024/25_Z, 2025/26_Z

Erasmus code: 14.4

ISCED code: 0313

ECTS credits: 4

Language: Polish

Organized by: Institute of Psychology

Related to study programmes:

Psychology - full-time master studies

Educational psychology WF-PS-N-PWY

https://teams.microsoft.com/l/team/19%3Ab5edb4ef119947d38f6473cbbe876633%40thread.tacv2/conversations?groupId=56e07bfb-f79d-429b-bba1-2fc8e6832fe7&tenantId=12578430-c51b-4816-8163-c7281035b9b3 (term 2025/26_Z)

Lecture Content:
1. Introduction to educational psychology.
2. Contexts of development.
3. Categories of educational interactions.
4. The role, determinants of effectiveness, and consequences of punishment and rewarding.
5. The family as the primary educational environment – mechanisms of influence on the child.
6. Parenting attitudes and styles.
7. Types and origins of parenting difficulties. Consequences of parenting attitudes and styles.
8. The role of attitudes in parenting – Ethnotheories, Family Ethos, Self-Fulfilling Prophecy.
9. Temperament and personality in educational psychology.
10. Individual value systems and the parenting process.
11. Attachment style and attachment disorders – disturbed relationships with parents and the parenting process.
12. Overview of parenting methods (Self-Reg, Positive Discipline, Attachment Parenthood, NVC).

Workshops Content:
1. Introduction .
2. Incorrect parenting practices as a cause of problems in a child's development and functioning and ways to prevent them.
3. Empathetic active listening in parenting situations.
4. Principles of proper communication and their application in given examples.
5. Principles of NVC and their application in given examples.
6. Self-regulation of one's own and the child's emotions in problematic situations.
7. Supporting the child's emerging autonomy.
8. Supporting the child depending on their specific temperament.
9. Parenting and personality – parenting tips.
10. Positive discipline and its application in given examples.
11. Parenting through play.
12. Parenting and punishments and rewards.
13. Basics of designing and implementing preventive and psychocorrective programs for children and adolescents – workshop sessions.

Term 2021/22_Z:

Contents of the lectures:
1.Introduction to educational psychology.
2. Basic educational environment - family, school, peer group.
3. Categories of educational influences.
4. The role, determinants of the effectiveness and consequences of punishing and awarding
5. The mechanism of imitation and modeling behaviors and internalize the values and norms.
6. The family as a basic educational environment - mechanisms of influence on a child.
7. Attitudes and styles of parenting.
8. The crisis in the family and the upbringing of the child.
9. The consequences of improper family interactions for the development and functioning of the child.
10. Work of educational psychologists with the family.
11. Typologies and determinants of teachers' behaviors.
12. Typologies and determinants of educational mistakes.
13. Determinants of students' functioning at school.
14. Work of educational psychologists at school.
15. Types and genesis of educational difficulties.Work of educational psychologists with children and adolescents with destructive behavioral disorders.
15. Educational intervention for a student with impaired socio-emotional functioning.

Contents of the workshops:
1. Introduction to the subject of workshops.
2. Methods of diagnosis the educational environment.
3. Methods of diagnosis the educational environment of family.
4. The specificity of psychological diagnosis of small children.
5. "Rysunek Rodziny"test by A. Frydrychowicz as an example of drawing projective techniques used for diagnosis of family relationships - theoretical introduction.
6. "Rysunek Rodziny"test by A. Frydrychowicz as an example of drawing projective techniques used for diagnosis of family relationships - analysis of examples.
7. Acceptance-rejection theory by R. Rohner, diagnosis of parental acceptance-rejection.
8. Questionnaire techniques for diagnosis of parental attitudes in perception of children on the example KPR-Roc Questionnaire by M. Plopa.
9. Questionnaire techniques for diagnosis of parental attitudes in self-perceptions of mothers and fathers on the example of SPR Questionnaire by M. Plopa.
10. Questionnaire techniques for diagnosis of family environment on the example of the SOR - polish adaptation of FACES by D. Olson.
11. Diagnosis of parental competencies on the example TKR test by A. Matczak i A. Jaworowska.
12. Improper education as the cause of the problems in development and functioning of a child and their prevention.
13. Diagnosis of functioning of children and youths in school.
14. Basics of designing and conducting prevention and psycho-correction programs for children and youths - workshops.
15. Final test and a summary of classes.

Term 2022/23_Z:

None

Term 2023/24_Z:

None

Term 2025/26_Z:

(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się

psychology

(in Polish) E-Learning

(in Polish) E-Learning (pełny kurs) z podziałem na grupy

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

(in Polish) Opis nakładu pracy studenta w ECTS

(in Polish) ECTS: 5 udział w wykładzie - 30 udział w ćwiczeniach - 30 lektura tekstów - 14 przygotowanie do egzaminu - 25 przygotowanie pracy zaliczeniowej i kolokwium z ćwiczeń- 25 konsultacje - 1 RAZEM 150 [125:25=5]

Learning outcome code/codes

PS_W04 PS_W09 PS_U04

Type of subject

obligatory

Course coordinators

Term 2023/24_Z:

Anna Czyżkowska
Agnieszka Szymańska

Term 2021/22_Z:

Katarzyna Knopp

Term 2022/23_Z:

Anna Czyżkowska
Agnieszka Szymańska

Term 2024/25_Z:

Anna Czyżkowska
Agnieszka Szymańska

Term 2019/20_L:

Katarzyna Knopp

Term 2025/26_Z:

Anna Czyżkowska

Learning outcomes

Knowledge:
1) Defines basic notions from the field of educational psychology.
2) Explains the mechanisms of educational influences referring to the basic psychological theories.
3) Indicates the aspects of family environment significant for child development.
4) Describes the typologies of parental attitudes and styles
5) Indicates kinds and causes of educational difficulties.

Skills:
1) Applies the knowledge of the mechanisms of educational influences for explaining real behaviour of children and youth.
2) Plans educational interventions.
3) Has basic skills at providing psychological help.

Competencies (Attitudes):
1) Recognizes the need and possibility of educational intervention.
2) Respects the subjectivity of pupils and educators.
3) Recognizes the idea of harmony between individual development and socialization as two main goals of education.

ECTS: 5
participation in lecture - 30
participation in workshops - 30
reading texts - 14
preparation for the exam - 25
preparation of the final work and preparation for the colloquium from the exercises- 25
consultations - 1
TOTAL 150 [125:25=5]

Assessment criteria

REQUIREMENTS OF CREDIT OF THE SUBJECT

Lectures: positive grade on the exam.

Workshops: attendance and active participation in the workshops (two absences allowed); the written work handed in on time and positively graded.

The final grade from workshops is composed of:
- activity during lectures and preparation for them (participation in discussions, brainstorming, exercisses, research projects, etc.) - 1/2 of final grade
- condition of positive evaluation is also credit from the written work

METHODS OF EVALUATION

Lectures: verification of the knowledge, skills, and competencies outcomes by
written examination.

Workshops - verification of the knowledge, skills, and competencies outcomes by:
- continuous evaluation od tasks prepared by students in groups during workshops
- assessment of written work

EVALUATION CRITERIA - LECTURES:
Knowledge:
- for grade 5: in high degree has acquired and understands very well the knowledge defined in the “learning outcomes” paragraph in the syllabus; knows and understands very well empirical research proving the regularities presented throughout the course.
- for grade 4: has acquired and understands the knowledge defined in the “learning outcomes” paragraph in the syllabus; knows some of empirical research proving the regularities presented throughout the course.
-for grade 3: has sufficiently acquired (over 50%) and partially understands the knowledge defined in the “learning outcomes” paragraph in the syllabus; is able only to mention some of empirical research proving the regularities presented throughout the course.
- for grade 2: has not sufficiently acquired the knowledge defined in the “learning outcomes” paragraph in the syllabus.
Skills:
-for grade 5: is well-skilled at comparative analysis of different educational conceptions, typologies and styles of influence, interpretation of the outcomes of the research on educational psychology and planning of different ways of educational interventions applying the regularities presented throughout the course.
- for grade 4: is able to comparative analyze of different educational concepts, typologies and styles of influence, to interpret of the outcomes of the research on educational psychology and to plan of different ways of educational interventions applying the regularities presented throughout the course.
- for grade 3: in comparative analysis to great extent limits him- or herself to describing; formulates superficial interpretations.
- for grade 2: is not able to make comparisons, to interpret and to apply acquired knowledge to planning of educational interventions.
Competencies (Attitudes):
The maturity of the reflection over the harmony between the need of educational intervention and the respect for human subjectivity is assessed.

EVALUATION CRITERIA - WORKSHOPS:
Knowledge:
for grade 5: student very well mastered the knowledge of educational problems; the student has remarkably acquired knowledge about educational methods
for grade 4: student well mastered the knowledge of educational problems; the student has acquired knowledge about educational methods
for grade 3: student sufficiently mastered the knowledge of educational problems; the student has sufficiently acquired knowledge about educational methods
for grade 2: student does not have a basic knowledge of educational problems; the student didn't acquire knowledge about educational methods

Skills:
for grade 5: student is able to deduce the relationship between the development and functioning of individual and the properties of his environment, as well as identify the types and causes of potential problems; is able to identify problems and plan ways of psychological counseling for individual and his educational environment
for grade 4: student diagnoses the causes of difficulties and the specificity of the educational environment with a moderate degree of accuracy, understands the relationships between the development and functioning of the student and the characteristics of his or her environment, is able to indicate some types and causes of potential difficulties in the functioning of the educational environment; is able to define and plan at least one method of psychological help for the student and his or her immediate environment.
for grade 3: student superficially assesses the causes of difficulties and the specificity of the educational environment, understands the basic relationships between the development and functioning of the student and the characteristics of his or her environment, is able to indicate problem areas in the functioning of the educational environment, but does not determine their causes and does not propose appropriate methods of psychological help
for grade 2: student cannot conduct any of the above

Competencies:
sensitivity to ethical issues related to practical activities (diagnosis, psychological counseling) of educational psychologist, and concern for maintaining standards of contact with the educational environment is assessed, as well as his self-motivation to broaden the knowledge of educational psychology and researche in educational psychology

Practical placement

not applicable

Bibliography

LECTURE:
Basic :
Liberska, H., Trempała, J. (2020). Psychologia wychowania Wybrane problemy. PWN.
Brzezińska, A. (2000). Psychologia wychowania. W: J. Strelau (red.), Psychologia (t. 3, s. 227-257). Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Faber A., Mazlish E. (2003) Jam mówić, żeby dzieci nas słuchały, jak słuchać, żeby dzieci do nas mówiły. Media Rodzina.
Czyżkowska, A. (2024). Poradnik dla rodziców. Implikacje modelu Objawy-Kompetencje-Cechy.

Supplementary:
Czyżkowska, A., Małek, K. (2024). Psycholog w edukacji. Stan aktualny i kierunki zmian. W: J. Cieciuch (red.) Deinstytucjonalizacja usług społecznych dla osób z problemami psychicznymi (s. 52-64). Dom Wydawniczy Elipsa
Plopa, M. (2007). Więzi w małżeństwie i rodzinie. Metody badań. Kraków: Oficyna Wydawnicza "Impuls".
Matczak, A. (2003). Zarys psychologii rozwoju. Podręcznik dla nauczycieli. Warszawa: Wydawnictwo Akademickie "Żak"
Nelsen, J. (2015). Pozytywna dyscyplina. Warszawa: CoJaNaTo.
Juul, J. (2011). Twoje kompetentne dziecko. Wyd. MiND
Juul, J. (2014) Nastolatki. Kidy kończy się wychowanie. Wyd. Mind
Rosenberg, M.B. (2012). Wychowanie w duchu empatii. Rodzicielstwo według Porozumienia bez Przemocy. Wydawnictwo Mind.
Shanker, S. (2016). Self-Reg: jak pomóc dziecku (i sobie) nie dać się stresowi i żyć pełnią możliwości. Wyd. Mamania.

WORKSHOPS
Liberska, H., Trempała, J. (2020). Psychologia wychowania Wybrane problemy. PWN. Częś III: Psychologia wychowania w praktyce: wybrane problemy.
Faber A., Mazlish E. (2003) Jam mówić, żeby dzieci nas słuchały, jak słuchać, żeby dzieci do nas mówiły. Media Rodzina.
Nelsen, J. (2015). Pozytywna dyscyplina. Warszawa: CoJaNaTo.
Juul, J. (2011). Twoje kompetentne dziecko. Wyd. MiND
Juul, J. (2014) Nastolatki. Kidy kończy się wychowanie. Wyd. Mind
Rosenberg, M.B. (2012). Wychowanie w duchu empatii. Rodzicielstwo według Porozumienia bez Przemocy. Wydawnictwo Mind.
Shanker, S. (2016). Self-Reg: jak pomóc dziecku (i sobie) nie dać się stresowi i żyć pełnią możliwości. Wyd. Mamania.

Term 2021/22_Z:

LECTURE
Basic
Brzezińska, A. (2000). Psychologia wychowania. W: J. Strelau (red.), Psychologia (t. 3, s. 227-257). Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Gurycka, A. (1980). Struktura i dynamika procesu wychowawczego (Ch. 1, str. 62-80). Warszawa: PWN.
Liberska, H., Trempała, J. (eds.) (2020). Psychologia wychowania: wybrane problemy (Ch. 1-11). Warszawa: PWN.

Supplementary
Babiuch, M. (1990). Oczekiwania nauczycieli a osiągnięcia szkolne uczniów. Kwartalnik Pedagogiczny, 2, 97-100.
Grochowska, A. (1993). Wybrane metody badania postaw rodzicielskich. In: S. Siek (red.), Wybrane metody badania osobowości. Warszawa: Wydawnictwa ATK.
Gurycka, A. (1990). Błąd w wychowaniu. Warszawa: WSiP.
Plopa, M. (2007). Więzi w małżeństwie i rodzinie. Metody badań. Kraków: Oficyna Wydawnicza "Impuls".
Przetacznik-Gierowska, M., Włodarski, Z. (1998). Psychologia wychowawcza (R. 1-6, 8-12, 20-23, 26, 29, 30, 35). Warszawa: Wydawnictwo Naukowe PWN.
Turska, D., Bernacka, R. E. (2008). Lekcje matematyki - czy mają płeć? Psychologia, Edukacja i Społeczeństwo, 5 (1-2), 77-88.
Włodarski, Z., Matczak, A. (1998). Wprowadzenie do psychologii (Ch. 1, 3, 12, 14). Warszawa: WSiP.

WORKSHOPS
Anastasi, A., Urbina, S. (1999). Testy psychologiczne (rozdz. 4 i 5). Warszawa: PTP.
Dembo M., H. (1997). Stosowana psychologia wychowawcza. Warszawa: WSiP.
Frydrychowicz, A. (1996). Rysunek rodziny. Projekcyjna metoda badania stosunków rodzinnych. Warszawa: CMPP-P.
Grochowska, A. (1993). Wybrane metody badania postaw rodzicielskich. W: S. Siek (red.), Wybrane metody badania osobowości. Warszawa: Wydawnictwa ATK.
Jaworowska, A., Matczak, A. (1998). Test Niedokończonych Zdań Rottera (RISB). Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
Lewandowska-Walter, A., Błażek, M. Test Relacji Rodzinnych TRR. Gdańsk: Pracownia Testów Psychologicznych i Pedagogicznych.
Margasiński, A. (2009). Skale Oceny Rodziny SOR. Polska adaptacja FACES IV – Flexibility and Cohesion Evaluation Scales Davida H. Olsona. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
Plopa, M. (2008). Kwestionariusz Postaw Rodziców (KPR-Roc). Podręcznik. Warszawa: Vizja Press&IT.
Plopa, M. (2008). Skala Postaw Rodzicielskich (SPR). Podręcznik. Warszawa: Vizja Press&IT.
Plopa, M. (2008). Więzi w małżeństwie i rodzinie. Metody badań. Kraków: Oficyna Wydawnicza Impuls.
Przetacznik-Gierowska, M., Włodarski, Z. (2002). Psychologia wychowawcza. T.2. (rozdziały 26, 29, 30). Warszawa: Wydawnictwo Naukowe PWN.
Rohner, R. P., Khaleque, A. (2010). Testing central postulates of parental acceptance - rejection theory (PARTheory): A meta-analysis of cross-cultural studies. Journal of Family Theory and Review, 3, 73-87.
Stemplewska-Żakowicz, K. (red.), (1998). Nowe spojrzenie na Test Zdań Niedokończonych J. Rottera. Interpretacja jakościowa. Warszawa: Pracownia Testów Psychologicznych PTP.
Strelau, J. (2007). Psychologia. T. 1. (rozdz. 12). Gdańsk: GWP.

Term 2022/23_Z:

None

Term 2023/24_Z:

None

Notes

Term 2021/22_Z:

none

Additional information

Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:

Psychology - full-time master studies

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of WF-PS-N-PWY in USOSweb