(in Polish) Translatorium z języka nowożytnego WF-ZPS-N-TRANS

Knowledge - the student has knowledge of basic and advanced English phrases characteristic of Anglo-Saxon psychology, correctly translates and understands scientific texts in English in psychology, indicates the results of research in English justifying the individual theoretical positions characteristic of Anglo-Saxon psychology.

Skills - can interpret scientific texts and empirical articles in English; knows how to search and select scientific sources in English, which will be used to enrich his knowledge and skills, can choose appropriate scientific texts in English to assess the psychological functions of drivers needed for safe movement.

Competences - strives for scientific and methodological collection of empirical data in English, while maintaining criticism of existing interpretations, is aware of both language and research restrictions existing in psychology.

ECTS points:
participation in classes: 20
preparation of a presentation on the topic of a scientific conference in English: 20
preparing a translation of a scientific article from English: 20
preparation to pass (including compulsory reading): 30
Total hours: 90 [90: 30 = 3] NUMBER OF ECTS: 3

Criteria: Knowledge (PS_W02, PS_W04):
- for grade 2 (unsatisfactory.): the student does not know and does not understand basic and advanced English phrases characteristic of scientific articles of English psychology. Incorrectly translates and understands scientific texts in psychology in English, including individual theoretical positions specific to English psychology. He cannot indicate the strengths and weaknesses of translated scientific articles from English.
- for grade 3 (satisfactory.): the student knows and understands basic and advanced English phrases characteristic of scientific articles in English psychology. He correctly translates and understands scientific texts in psychology in English, including individual theoretical positions specific to English psychology. It can correctly indicate the strengths and weaknesses of translated scientific articles from English. However, it requires assistance from the teacher.
- for grade 4 (good): the student knows and understands basic and advanced English phrases characteristic of scientific articles in Anglo-Saxon psychology. He translates and understands scientific psychology texts in English well, including individual theoretical positions specific to Anglo-Saxon psychology, and is able to correctly identify the strengths and weaknesses of translated scientific articles from English.
-for grade 5 (very good): the student knows and understands basic and advanced English phrases characteristic of scientific articles in Anglo-Saxon psychology very well. He translates and understands scientific psychology texts in English very well, including individual theoretical positions characteristic of Anglo-Saxon psychology, and also accurately indicates the strengths and weaknesses of translated scientific articles from English.

The final grade consists of:
1. Assessment of PowerPoint presentations on the subject of a scientific conference in psychology.
2. Assessment of activity during classes
3. Assessment of the quality of translating a scientific article from English into Polish.

Absence: two absences per semester are allowed. Excessive absences must be made up in the form agreed with the teacher before the scheduled date of the semester exam. If you do not work out, you will not be allowed to take the exam. The final grade is the arithmetic average of three partial grades. The condition of passing the test is to obtain a minimum of 60% of points.

Not applicable.

Individual articles available for translation will be provided in e-learning, references will be palced in appropriate gropu of translatorium.

The websites that can be helpful for all groups:

http://www.apa.org/psycarticles/
http://psychlib.princeton.edu/links.htm
http://www.psychologytoday.com/
Alaimo, C. A. (2010, April 11). Psychiatric service dogs use senses to aid owners. Arizona Daily Star. Retrieved fromhttp://azstarnet.com/news/local/article_d24b5799-9b31-548c-afec-c0160e45f49c.html;
AllenK.W.(1996).Chronicnailbiting:Acontrolledcomparisonofcompetingresponseandmildaversion treatments. Behaviour Research and Therapy, 34, 269–272. doi:10.1016/0005-7967(95)00078-X
American Group Psychotherapy Association. (2000). About group psychotherapy. Retrieved from http://www.groupsinc.org/group/consumersguide2000.html
AmericanPsychiatricAssociation.(2013).Diagnosticandstatisticalmanualofmentaldisorders (5thed.). Washington, DC: Author. http://www.apa.org/ethics/code/index.aspx?item=7#402
Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York, NY: Guilford Press.
Beck, N. A. Reilly-Harrington, & L. Gyulai (Eds.), Bipolar disorder: A cognitive therapy approach (pp. 79–100). Washington, DC: American Psychological Association. doi:10.1037/10442-004
Biedermann, F., & Fleischhacker, W. W. (2009). Antipsychotics in the early stage of development. Current Opinion
Psychiatry, 22, 326–330. Butler A. C., Chapman, J. E., Forman, E. M., Beck, A. T. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clinical Psychology Review, 26(1), 17–31. doi:10.1016/j.cpr.2005.07.003.
Crits-Christoph, P., Gibbons, M. B., Losardo, D., Narducci, J., Schamberger, M., & Gallop, R. (2004). Who benefits frombriefpsychodynamictherapyforgeneralizedanxietydisorder?Canadian JournalofPsychoanalysis,12,301– 324.
Cuijpers, P., van Straten, A., Andersson, G., & van Oppen, P. (2008). Psychotherapy for depression in adults: A meta- analysis of comparative outcome studies. Journal of Consulting and Clinical Psychology, 76(6), 909–922.
Ellis, A. (2004). Why rational emotive behavior therapy is the most comprehensive and effective form of behavior therapy. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 22, 85–92.
Granholm,E.,McQuaid,J.R.,Link,P.C.,Fish,S.,Patterson,T.,&Jeste,D.V.(2008).Neuropsychological predictors of functional outcome in cognitive behavioral social skills training for older people with schizophrenia. Schizophrenia Research, 100, 133–143. doi:10.1016/j.schres.2007.11.032.
Healy, D., & Whitaker, C. J. (2003). Antidepressants and suicide: Risk-benefit conundrums. Journal of Psychiatry & Neuroscience, 28, 331–339.
Herbert, J. D., Gaudini, B. A., Rheingold, A. A., Myers, V. H., Dalrymple, K., & Nolan, E. M. (2005). Social skills training augments the effectiveness of cognitive behavioral group therapy for social anxiety disorder. Behavior Therapy, 36, 125–138.
Hollon, S. D., Thase, M. E., & Markowitz, J. C. (2002). Treatment and prevention of depression. Psychological Science in the Public Interest, 3, 39–77.
Kellner,C.H.,Fink,M.,Knapp,R.,Petrides,G.,Husain,M.,Rummans,T.,...Malur,C.(2005).Relief of expressed suicidal intentby ECT:AconsortiumforresearchinECTstudy.TheAmericanJournalofPsychiatry, 162(5),977–982.
Kowatch, R. A., Suppes, T., Carmody, T. J., Bucci, J. P., Hume, J. H., Kromelis, M.,...Rush, A. J. (2000). Effect size of lithium, divalproex sodium, and carbamazepine in children and adolescents with bipolar disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 713–20.
Leahy, R. L. (2003). Cognitive therapy techniques: A practitioner’s guide. New York, NY: Guilford Press. Levenson, H. (2010). Brief dynamic therapy. Washington, DC: American Psychological Association.
Lieberman, J., Stroup, T., McEvoy, J., Swartz, M., Rosenheck, R., Perkins, D.,...Lebowitz, B. D. (2005). Effectiveness of antipsychotic drugs in patients with chronic schizophrenia. New England Journal of Medicine, 353(12), 1209.
Lorber, J. (2010, April 3). For the battle-scarred, comfort at leash’s end. The New York Times. Retrieved from http://www.nytimes.com/2010/04/04/us/04dogs.html;
Louik, C., Lin, A. E., Werler M. M., Hernandez, S., & Mitchell, A. A. (2007). First-trimester use of selective
McBride, C., Farvolden, P., & Swallow, S. R. (2007). Major depressive disorder and cognitive schemas. In L.P. Riso, P. L.duToit,D.J.Stein,&J.E.Young(Eds.),Cognitiveschemasandcorebeliefsinpsychological problems:A scientist-practitioner guide (pp. 11–39). Washington, DC: American Psychological Association.
National Sleep Foundation. (2008). Sleep in America poll. Retrieved from http://www.sleepfoundation.org/sites/default/files/2008%20POLL%20SOF.PDF.
Nemeroff, C., Mayberg, H., Krahl, S., McNamara, J., Frazer, A., Henry, T.,...Brannan, S. (2006). VNS therapy in treatment-resistant depression: Clinical evidence and putative neurobiological mechanisms. Neuropsychopharmacology, 31(7), 1345–1355.
Norcross, J. C., Hedges, M., & Castle, P. H. (2002). Psychologists conducting psychotherapy in 2001: A study of the Division 29 membership. Psychotherapy: Theory, Research, Practice, Training, 39(1), 97-102.
Odendaal, J. S. J. (2000). Animal-assisted therapy—Magic or medicine? Journal of Psychosomatic Research, 49(4), 275–280.
Prochaska, J. O., & Norcross, J. C. (2007). Systems of psychotherapy: A transtheoretical analysis (6th ed.). Pacific Grove, CA: Brooks/Cole.
Rado,J.,Dowd,S.M.,&Janicak,P.G.(2008). Theemergingroleoftranscranialmagneticstimulation(TMS)for treatment of psychiatric disorders. Directions in Psychiatry, 28(4), 315–332.
Rogers, C. (1980). A way of being. New York, NY: Houghton Mifflin.
Ruwaard, J., Broeksteeg, J., Schrieken, B., Emmelkamp, P., & Lange, A. (2010). Web-based therapist-assisted cognitivebehavioraltreatmentofpanicsymptoms:Arandomizedcontrolledtrialwithathree-yearfollow-up. Journal of Anxiety Disorders, 24(4), 387–396.
Sackeim, H. A., Prudic, J., Fuller, R., Keilp, J., Philip, W., Lavori, P. W., & Olfson, M. (2007). The cognitive effects of electroconvulsive therapy in community settings. Neuropsychopharmacology, 32, 244–254. doi:10.1038/sj.npp.1301180
Scattone,D.(2007). Socialskillsinterventionsforchildrenwithautism.Psychologyintheschools,44,717–726. Schwartz, A. N. (2008, March 16). Psychiatric service dogs, very special dogs, indeed. Dr. Schwartz’s Weblog.
Retrieved from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=14844
Shadish, W. R., & Baldwin, S. A. (2002). Meta-analysis of MFT interventions. In D. H. Sprenkle (Ed.), Effectiveness researchinmarriageandfamilytherapy(pp.339–370).Alexandria,VA:AmericanAssociationfor Marriageand Family Therapy.
Shedler, J. (2010). The efficacy of psychodynamic psychotherapy. American Psychologist, 65(2), 98–109. Shim, J. (2008, January 29). Dogs chase nightmares of war away. CNN. Retrieved from http://edition.cnn.com/2008/LIVING/personal/01/29/dogs.veterans;
Simon,G.E., Savarino,J.,Operskalski,B.,&Wang,P.S.(2006).Suicideriskduringantidepressanttreatment. American Journal of Psychiatry, 163, 41–47. doi:10.1176/appi.ajp.163.1.41
Turner,E.H.,Matthews,A. M.,Linardatos,E.,Tell,R.A.,&Rosenthal,R.(2008).Selectivepublicationof antidepressant trials and its influence on apparent efficacy. New England Journal of Medicine, 358(3), 252–60.
U.S. Department of Health and Human Services. (1999). Mental health: A report of the surgeon general. Washington, DC: U.S. Government Printing Office.
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Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. P. (2003). Prevention that works for children and youth: An introduction. American Psychologist, 58(6–7), 425–432.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children

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

• Description of WF-ZPS-N-TRANS in USOSweb