Educational psychology WF-PS-N-PWY
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. Typologies and determinants of teachers' behaviors.
11. Typologies and determinants of teachers' mistakes.
12. Environmental and pedagogical determinants of students' functioning at school.
13. Biological and psychological determinants of students' functioning at school.
14. Types and genesis of educational problems.
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.
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Term 2021/22_Z:
Contents of the lectures: Contents of the workshops: |
Term 2022/23_Z:
None |
Term 2023/24_Z:
None |
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
(in Polish) Opis nakładu pracy studenta w ECTS
Learning outcome code/codes
Type of subject
Course coordinators
Term 2024/25_Z: | Term 2019/20_L: | Term 2023/24_Z: | Term 2021/22_Z: | Term 2022/23_Z: |
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 educational attitudes and styles of parents and teachers.
5) Explains cognitive determinants of teacher’s behaviours.
6) Lists environmental and subjective factors determining pupil’s school functioning.
7) Indicates kinds and causes of educational difficulties.
8) Characterizes diagnostic techniques used for the research of educational environment.
Skills:
1) Applies the knowledge of the mechanisms of educational influences for explaining real behaviour of children and youth.
2) Uses psychological tools for diagnosing of educational environment and interprets the outcomes.
3) Plans educational interventions.
4) 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 (three absences allowed); the written work handed in on time and positively graded, positively graded final test.
The final grade from workshops is composed of:
- grade of final written test - 2/3 of final grade (max. 4,0)
- activity during lectures and preparation for them (participation in discussions, brainstorming, exercisses, research projects, etc.) - 1/3 of final grade (max. +1,0)
- condition of positive evaluation is also credit from the written work (assessed will be correctness of conducting child's diagnosis, interpretation of results and formulating educational recommendations).
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
- assessment of written work prepared on the basis of a diagnostic exercise (diagnosis of educational environment and its impact on child's development)
- assessment of the final test.
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 diagnose the educational environment; very well knows tests and questionnaires used in the study of the educational environment as well as their theoretical basis
for grade 4: student well mastered the knowledge of diagnose the educational environment; well knows tests and questionnaires used in the study of the educational environment as well as their theoretical basis
for grade 3: student sufficiently mastered the knowledge of diagnose the educational environment; knows the most important tests and questionnaires used in the study of the educational environment as well as their theoretical basis
for grade 2: student does not have a basic knowledge of diagnostic techniques used in the study of the educational environment
Skills:
for grade 5: student knows how to use discussed in class research tools in practice; is able to synthesize data obtained using different research tools; efficiently interprets the obtained results and can refer them to the wider knowledge about individual and his educational environment as well as the data available in the scientific literature; on the basis of the obtained results 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 knows how to use discussed in class research tools in practice; is able to synthesize data obtained using different research tools; correctly interprets the obtained results but not enough refer them to the wider knowledge about individual and his educational environment as well as the data available in the scientific literature; understands the relationship between the development and functioning of individual and the properties of his environment but has problem with considering obtained results in this context; can indicate some types and causes of potential problems in educational environment; is able to identify problems and plan at list one way of psychological counseling for individual and his educational environment
for grade 3: student can properly use discussed in class research tools in practice; can superficially synthesize data obtained using different research tools; correctly interprets the obtained results but make do with description without referring them to the wider knowledge about individual and his educational environment as well as the data available in the scientific literature; understands basic relationships between the development and functioning of individual and the properties of his environment but has problem with considering obtained results in this context; can indicate some types and causes of potential problems; is able to identify basic educational problems but cannot describe their causes, doesn’t propose proper ways of psychological counseling
for grade 2: student cannot properly use discussed in the course research tools in practice and interpret their results
Competencies:
sensitivity to ethical issues related to practical activities (diagnosis, psychological counseling) of educational psychologist, and concern for maintaining standards of use of research tools (tests and questionnaires) in the diagnosis of 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
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.
Przetacznik-Gierowska, M., Włodarski, Z. (1998). Psychologia wychowawcza (Ch. 1-6, 8-12, 20-23, 26, 29, 30, 35). Warszawa: Wydawnictwo Naukowe PWN.
Supplementary
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".
Babiuch, M. (1990). Oczekiwania nauczycieli a osiągnięcia szkolne uczniów. Kwartalnik Pedagogiczny, 2, 97-100.
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.
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Term 2021/22_Z:
LECTURE Supplementary WORKSHOPS |
Term 2022/23_Z:
None |
Term 2023/24_Z:
None |
Notes
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Term 2021/22_Z:
none |
Additional information
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