Revalidation psychology WF-ZPS-RW

https://teams.microsoft.com/l/channel/19%3aNuzILqTKIL-C4m-b50Pnt0zkmvgoszMZ8ZEZcXtXD_Y1%40thread.tacv2/Og%25C3%25B3lny?groupId=565fbc0b-f8a6-44fd-85a1-de22141315f3&tenantId=12578430-c51b-4816-8163-c7281035b9b3 (term 2021/22)

Course contents:
Assessment methods: Writing an annual paper on a topic agreed with the student
Program content:
1 Disability - definition, definition
2. Revalidation, rehabilitation-forms and methods of interaction
3.Biological and psychological concepts of disability
4.Psychological situation of people with disabilities.
5.Disability as a trigger for frustration, pain, anxiety, stress, restriction of physical and mental activity.
6.The chronic illness and the psyche.
7.Psychological factors determining the behavior and rehabilitation of people with disabilities.
8.Psychological mechanisms of adaptation to disability, to community life, to work.
9. Acceptance of self and disability.
10.Simulating surrogates and stimulating preserved psychic and physical functions.
11.Develop and increase your own activity.
12. Psychological principles of rehabilitation

Term 2021/22:

1. Disability - concept, definitions
2. Revalidation, Rehabilitation and its forms and ranges
3. Biological and psychological concepts of disability
4.Psychologiczna situation of persons with disabilities
5. Psychological factors determining the rehabilitation of disabled persons
6. Psychological assessment of the properties and capabilities of people with disabilities
7. Acceptance of disability
8. Psychological principles of rehabilitation
9 Social attitudes towards persons with disabilities

(in Polish) E-Learning

(in Polish) E-Learning (pełny kurs)

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

Learning outcome code/codes

PS_W15; PS_U05 ;PS_U07, PS_U10

Type of subject

obligatory

Course coordinators

Term 2018/19:

Paulina Rosińska

Term 2019/20:

Paulina Rosińska

Term 2020/21:

Małgorzata Starzomska-Romanowska

Term 2021/22:

Paulina Rosińska

Learning outcomes

Effects of teaching

Knowledge

A student will acquire knowledge on the causes, signs, and stages of a mental crisis and will be able to characterize the phases of crisis intervention.

Skills

A student will be able to recognize persons in the state of mental crisis and will be able to identify the need to give them help.

Competences

A student will be able to talk to persons in a mental crisis, including trauma survivors, and will be able to provide them with basic aid.

ECTS:
- participation in exercises (e-learning) - 24
- preparation for exercises (reading texts) - 10
- preparation for a test - 5

NUMBER OF ECTS – 2

Assessment criteria

Knowledge
- for a grade of 5: A student can explain very effectively what disability is and can also very well characterize the psychological situation of disabled person and describe how psychology (including positive psychology) can help these persons.
- for a grade of 4: A student can explain fairly effectively what disability is and can also fairly well characterize the psychological situation of disabled person and describe how psychology (including positive psychology) can help these persons.
- for a grade of 3: A student can explain, even if with some difficulty, what disability is and can also characterize, though with difficulty, the psychological situation of disabled person and describe how psychology (including positive psychology) can help these persons.
- for a grade of 2: A student cannot explain what disability is and ia also unable to characterize the psychological situation of disabled person or describe how psychology (including positive psychology) can help these persons.

Skills
- for a grade of 5: A student can use the acquired knowledge on disability and revalidation with great proficiency in the case of disabled persons in the sense that s/he can very accurately recognize the particular psychological problems of disabled persons and very effectively suggest efficient ways to provide psychological aid to those persons.
- for a grade of 4: A student can use the acquired knowledge on disability and revalidation with fairly well in the case of disabled persons in the sense that s/he can fairly accurately recognize the particular psychological problems of disabled persons and fairly effectively suggest efficient ways to provide psychological aid to those persons.
- for a grade of 3: A student can use, even if with much difficulty, the acquired knowledge on disability and revalidation in the case of disabled persons in the sense that s/he can, albeit with difficulty, recognize the particular psychological problems of disabled persons and suggest, though with difficulty, efficient ways to provide psychological aid to those persons.
- for a grade of 2: A student cannot use the acquired knowledge on disability and revalidation in the case of disabled persons in the sense that s/he is unable to recognize the particular psychological problems of disabled persons or to suggest efficient ways to provide psychological aid to those persons.

Competences
- for a grade of 5: A student knows how to talk with great consideration to disabled persons, is able to recognize very well their problems and needs, and can engage in basic revalidation in the case of disabled persons with great proficiency.
- for a grade of 4: A student knows how to talk with consideration to disabled persons, is able to recognize fairly well their problems and needs, and can engage in basic revalidation in the case of disabled persons with enough proficiency.
- for a grade of 3: A student knows how to talk to disabled persons, though with little consideration, is able to recognize fairly well, even if with difficulty, their problems and needs, and can engage in basic revalidation in the case of disabled persons with enough proficiency, though with difficulty.
- for a grade of 2: A student does not know how to talk to disabled persons, is unable to recognize their problems and needs, and is not able to engage in basic revalidation in the case of disabled persons.

Methods of assessment

Written examination (test – 15 single-choice questions)

Practical placement

Bibliography

Compulsory reading:
1.A.Hulek (ed.); Revalidation pedagogy. Warsaw 1978
2.B.Wright; Psychological aspects of physical disability. Warsaw 1978
3.E.Levin, J.Garret; Psychological practice in rehabilitation of invalids. Warsaw 1972
4.J.Heflich-Piątkowska; Psychopathological problems in severe traumatic brain injury. Warsaw 1975
5.K.J.Zabłocki; Introduction to revalidation. Toruń 1998
6.K.J.Zabłocki, W. Brejnak (eds.); Selected problems of children and adolescents with special developmental needs in the education process. Warsaw 2004
7.St.Kowalik; Psychology of rehabilitation. Warsaw 2007
Additional literature:
8.Obuchowska (ed.); Child with disabilities in the family. Warsaw 1995
2. T. Witkowski; Understand the problems of people with disabilities. Warsaw 1993
3. K.J.Zabłocki; Autism. Płock 2002
4. K. Zablocki; Child with cerebral palsy in theory and therapy. Warsaw 2000
KJ Zabłocki, J. Placha; Pedagogy yesterday - today and tomorrow. Olecko 2003
5. K. Zabłocki, D.Gorajewska (ed.); Special pedagogy - continuation of tradition for the future. Warsaw 2004
6. Z. Łosiowski (ed.); A child with a disability. Selected neurodevelopmental disorders. Warszawa 1997, T.I
7.M.Borkowska (ed.); A child with a disability. Motion enhancement. Warsaw 1997, Vol
8. E. Mazz (ed.); A child with a disability. Education and teaching. T.III
Tłumacz Google dla Firm:Narzędzia dla tłumaczyTłumacz stron

Term 2021/22:

Kowalik, S. (2007). Psychologia rehabilitacji. Warszawa: Wydawnictwa Akademickie i Profesjonalne.
Kowalik, S. (2018). Stosowana psychologia rehabilitacji. Warszawa: Wydawnictwa Naukowe SCHOLAR
Kowalska, J., Dziurla, R., Bargiel- Matusewicz, K. (2018). Kultura a zdrowie i niepełnosprawność.
Otrębski W., Wiącek G., Mariańczyk K. (2017). Diagnoza psychologiczna w procesie rehabilitacji kompleksowej osób z niepełnosprawnością. W: W. J. Paluchowski (red.), Diagnozowanie – wyzwania i konteksty (s. 301-321). Poznań: Wydawnictwo Naukowe Wydziału Nauk Społecznych UAM
Palak, Z., Bujnowska, A., Pawlak, A. (red.) (2010). Aktualne problemy edukacji i rehabilitacji osób niepełnosprawnych w biegu życia. Lublin: Wydawnictwo Uniwersytetu Marii Curie- Skłodowskiej.
Pisula, E., Danilewicz, D. (2007) (red.) Rodzina z dzieckiem z niepełnosprawnością. Gdańsk: Wydawnictwo Harmonia
Szluz, B. (2019). Doświadczenie niepełnosprawności w rodzinie. Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego.
Szluz, B. (2019). Doświadczenie choroby w rodzinie. Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego.

Notes

Term 2021/22:

None

Additional information

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

Description of WF-ZPS-RW in USOSweb