Military Psychology WF-PS-TRUSZCZMP-ER

Knowledge - the student lists and describes the main currents and research paradigms occurring in military psychology; identifies the most important issues related to the functioning of a soldier on the battlefield and indicates the results of research justifying the individual theoretical positions; knows and understands what is the analysis and interpretation of traumatic behavior occurring in the army; knows and understands the importance of the functioning of the army in relation to modern society
Skills - the student is able to choose appropriate techniques to examine and assess the fitness of the psychological functions of the soldier; is able to interpret the texts of scientific empirical articles; knows how to search and select sources that will be used to enrich his knowledge and skills.
Competences - strives for scientific and compliant methodology for collecting empirical data, maintains criticism of existing interpretations of phenomena that are not justified by empirical research, as well as is aware of the research restrictions existing in military psychology related to the complexity of battlefield issues
ECTS
participation in the lecture: 60
preparing an essay or presentation on functioning soldier in a war situation: 30
collecting data and preparing a comparative analysis of the functioning of military psychology in selected countries: 30
preparation of the presentation in English in front of the student's office: 30
reading scientific articles and preparing their reviews: 30
preparation for the exam (together with compulsory reading): 60
Total hours: 240 [240: 30 = 8] NUMBER OF ECTS: 8

Criteria:
Knowledge (PS_W02, PS_W04):
- for grade 2 (unsatisfactory.): the student does not know and does not understand what is the difference in the interpretation of the soldier's behavior in various difficult and extreme situations, does not know and does not understand the specifics of different types of the Armed Forces and the associated psychological consequences for soldiers, no distinguishes between basic techniques of testing a soldier's personality, cannot describe the practical application of selected methods of selection and classification of psychological soldiers.
- for grade 3 (satisfactory) the student identifies different perspectives for interpreting the behavior of a soldier in various difficult and extreme situations, knows and understands the specifics of different types of the Armed Forces and the associated psychological consequences for soldiers, and distinguishes between basic methods of testing a soldier's personality, but cannot combine a specific research approach with its theoretical foundations or indicate the strengths and weaknesses of various theoretical approaches and research techniques in relation to the soldier.
- for grade 4 (good): student properly identifies different perspectives for interpreting soldier's behavior in various difficult and extreme situations and and understands the specifics of different types of the Armed Forces and the associated psychological consequences for soldiers, is able to distinguish between basic methods of testing soldier's personality, is able to combine a specific research approach with his theoretical foundations and describe their practical application, knows and understands the role of processes psychological and development rights in the context of the potential participation of a soldier in battle
- - for grade 5 (very good): the student exelent knows and distinguishes for perspectives of interpretation of soldier's behavior in various difficult and extreme situations, very well knows and understands the specifics of various types of the Armed Forces and the associated psychological consequences for soldiers as well as the basic methods of personality testing a soldier, he notices the relationships between them, is able to critically assess them and indicate their strengths and weaknesses, knows and understands the role of mental processes and the law of their development, in the context of the potential participation of a soldier in battle.

Skills (PS_U03, PS_U04, PS_U05):
-for grade 2 (unsatisfactory): the student cannot distinguish traumatic reactions of soldiers from normal psychological reactions to difficult situations, does not know the basic methods of measuring the personality of soldiers, is not able to apply selected methods of selection and classification of psychological soldiers and is not able to interpret the behavior of soldiers in the light of known personality theory.
-for grade 3 (satisfactory): the student is able to distinguish traumatic reactions of soldiers from normal psychological reactions to difficult situations, knows the basic methods of measuring the personality of soldiers, knows how to apply selected methods of selection and psychological classification of soldiers, and is able to interpret the behavior of soldiers in the light of known personality theories I need help from the teacher.
- for grade 4 (good): the student is able to distinguish between traumatic reactions of soldiers from normal psychological reactions to difficult situations, knows the basic methods of measuring the personality of soldiers, knows how to correctly apply selected methods of selection and psychological classification of soldiers, and is able to interpret the behavior of soldiers in the light of the theories personality
- for grade 5 (very good): the student is able to correctly distinguish traumatic reactions of soldiers from normal psychological reactions to difficult situations, knows very well the basic methods of measuring the personality of soldiers and knows how to apply selected methods of selection and psychological classification of soldiers and is able to interpret the behavior of soldiers light of known personality theories.
competence:
The student is oriented in the problems of the soldier's functioning in the context of war operations, but also in the broader socio-political context, strives to broaden his knowledge and skills in the field of traumatic events, perceives the relationship between individual soldiers in conditions of team action, is cautious and methodological-critical limitations of experimental research results.
The final grade consists of:
1. assessment of activity during the classes
2. evaluation of the semester colloquium
3. Power Point presentation in English

Two absences per semester are allowed. Excessive absences must be made up in the form agreed with the teacher before the announced term of the semester test. If you do not work out, you will not be admitted to the test.

The semester test has an oral form and contains open questions that require solutions to problems. The condition of passing the test is to obtain a minimum of 60% of points.

The final grade is the grade from the semester colloquium, which can be increased by 0.5 or 1 grade if the student receives the appropriate number of points for activity during the course.

without practice

1. Bednarek, H., Wutke, K., Truszczyński, O. (2013). Cognitive determinants of efficiency of pilot’s behavior in condition of visual illusion. International Journal of Aviation Psychology, 3, 23, 267-287.
2. Filey, E. P. (2011). Fields of combat: Understanding PTSD among veterans of Iraq and Afghanistan. New York: Cornell University Press.
3. Gibb, R., Gray, R. i Scharff, L. (2010). Aviation visual perception. Research, misperception and mishaps. Burlington, VT: Ashgate Publishing Company.
4. Guohua, L. i Baker, S. P. (2007). Crash risk in general aviation. JAMA: Journal of the American Medical Association, 297 (14), 1596 – 1598.
5. Haslam, S. A., & Reicher, S.D. (2016). Leicester's lesson in leadership. The Psychologist, 29, 446-449.
6. Miller M. W., Wolf, E. J., & Keane, T. M. (2014). Posttraumatic stress disorder in DSM-5: New criteria and controversies. Clinical Psychology Science and Practice, 21, 208-220.
7. Pape, R. A. (2006). Dying to win : why suicide terrorists do it. London: Gibson Square.
8. Peterson, E.M., Luoma, J.B., & Dunne, E. (2002). Suicide survivors’ perceptions of the treating linician. Suicide and Life-Threatening Behavior, 32(2), 158-166. doi: 10.1521/suli.32.2.158.24406
9. Murray, L., Brains and Bullets: How Psychology Wins Wa (2013). (London: Biteback,) ISBN 978-1849545167
10. Reifels, L., Pietrantoni, L., Prati, G., Kim, Y., Kilpatrick, D. G., Dyb, G., Halpern, J., Olff, M., Brewin, C. R., & O’Donnell, M. (2013). Lessons learned about psychosocial responses to disaster and mass trauma: an international perspective. European Journal of Psychotraumatology, 4, 10.3402/ejpt.v4i0.22897. doi:10.3402/ejpt.v4i0.22897
11. Ruvolo, C.M., Petersen, S.A., & LeBoeuf, J.N.G. (2004). Leaders are made, not born: The critical role of a developmental framework to facilitate and organizational culture of development. Consulting Psychology Journal: Practice and Research, 56(1), 10-19.
12. Saitzyk, A.R. (2015, May). Current and future challenges in
aerospace clinical psychology. In C. Foster (chair), Current and
Future Challenges Facing Aeromedical Communities. Symposium conducted at the 86th Annual Scientific meeting of the Aerospace Medical
Association Conference, Orlando, FL.
13. Staal, Mark A.; James A. Stephenson (2006). "Operational Psychology: An Emerging Subdiscipline". Military Psychology. 18 (4): 269–282. doi:10.1207/s15327876mp1804_2.
14. Staal, M.A. & Stephenson, J.A. (2013). Operational Psychology Post-9/11: A Decade of Evolution. Military Psychology, 25(2), 93-104. DOI: 10.1037/h0094951

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