(in Polish) Psychology of disabilities WF-PS-PD-ER

Knowledge

Student has an in-depth understanding of methods for providing psychological support. Knows the assumptions and practical applications of selected approaches to psychotherapy, crisis intervention, psychoeducation, counseling and rehabilitation, and educational therapy. Knows psychiatric methods for treating mental disorders. Has an in-depth understanding of the principles of building rapport and helping relationships in various social contexts and types of support activities, as well as their practical application.

Skills

Student is able to plan an intervention strategy appropriate to a specific case. Is able to apply selected methods of psychological support and undertake psychoeducation and health promotion activities.

Social Competencies

Student is sensitive to psychosocial issues, respecting the rights of minorities and avoiding thinking based on stereotypes and prejudices.
Prześlij opinię

Knowledge

Score 5 - The student has excellent knowledge of the most important psychosocial consequences of disability and the approach of modern psychology to disability, as well as the role psychologists can play in supporting people with disabilities in their psychosocial functioning.
Score 4 - The student has a fairly good knowledge of the most important psychosocial consequences of disability and the approach of modern psychology to disability, as well as the role psychologists can play in supporting people with disabilities in their psychosocial functioning.
Score 3 - The student has limited knowledge of the most important psychosocial consequences of disability and the approach of modern psychology to disability, as well as the role psychologists can play in supporting people with disabilities in their psychosocial functioning.
Score 2 - The student does not know the most important psychosocial consequences of disability and the approach of modern psychology to disability, and does not understand the role psychologists can play in supporting people with disabilities in their psychosocial functioning.

Skills

Score 5 - The student is excellent at leading group discussions on The student can discuss various aspects of the psychosocial functioning of people with disabilities, apply various psychological perspectives to understand the psychological aspects of disability, and apply knowledge of the psychosocial functioning of people with disabilities to solve problems they face.
Score 4 – The student is reasonably good at discussing various aspects of the psychosocial functioning of people with disabilities in a group setting, applying various psychological perspectives to understand the psychological aspects of disability, and applying knowledge of the psychosocial functioning of people with disabilities to solve problems they face.
Score 3 – The student is somewhat good at discussing various aspects of the psychosocial functioning of people with disabilities in a group setting, applying various psychological perspectives to understand the psychological aspects of disability, and applying knowledge of the psychosocial functioning of people with disabilities to solve problems they face. Score 2 – The student is unable to discuss various aspects of the psychosocial functioning of people with disabilities in a group setting, is unable to apply different psychological perspectives to understanding the psychological aspects of disability, and is unable to apply knowledge of the psychosocial functioning of people with disabilities to solving problems they face.

Social Competencies

Score 5 – The student is excellent at talking with people with disabilities about their daily problems related to the consequences of their disability, providing psychological support to people with disabilities as they cope with the challenges of daily life, and planning interventions to provide psychological support to people with disabilities.
Score 4 – The student is reasonably good at talking with people with disabilities about their daily problems related to the consequences of their disability, providing psychological support to people with disabilities as they cope with the challenges of daily life, and planning interventions to provide psychological support to people with disabilities. Score 3 – The student demonstrates limited ability to discuss with people with disabilities their daily problems related to the consequences of their disability, provide psychological support to people with disabilities in coping with the challenges of daily life, and plan interventions to provide psychological support to people with disabilities. Score 2 – The student is unable to discuss with people with disabilities their daily problems related to the consequences of their disability, is unable to provide psychological support to people with disabilities in coping with the challenges of daily life, and is unable to plan interventions to provide psychological support to people with disabilities.

-

1. Elfström M. L. (2007). Coping and cognitive behavioural models in physical and psychological rehabilitation. In: Kennedy P. (ed.). Psychological management of physical disability A practitioner’s guide (34-48). London and New York: Routledge
2. Elliot T.R., Warren A.M. (2007). Why psychology is important in rehabilitation. In: Kennedy P. (ed.). Psychological management of physical disability A practitioner’s guide (14-33). London and New York : Routledge
3. Gorfin, L., McGlaughlin A. (2005). Listening to the disempowered. The Psychologist, 18, 7, 426-428.
4. Lawthom, R., Goodley, D. (2005). Community psychology. Towards an empowering vision of disability. The Psychologist, 18, 7, 423-425.
5. O’Brien M. (2020). Positive Psychology: Supporting individuals with disabilities in higher education and in the workplace, website: https://www.ahead.ie/journal/Positive-Psychology-Supporting-individuals-with-disabilities-in-higher-education-and-in-the-workplace.
6. Supple S. (2005). Getting our house in order. The Psychologist, 18, 7, 419-420.
7. Understanding disability (2011). In: World report on disability (1–17), Geneva: WHO.
8. Woolfson L. (2005). Disability and the parenting paradox. The Psychologist, 18, 7, 421-422.

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

• Description of WF-PS-PD-ER in USOSweb