(in Polish) Podstawy poradnictwa wychowawczego, część II 2500-PL-PS-SP305-24
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Term 2024L:
The classes are designed to reinforce the core skills of educational psychologists. The skills practised in Basics of Educational Counselling Part I (communication, assertiveness, collaboration and self-awareness) will be applied by students through participation in planned activities undertaken in selected educational contexts, in schools and preschools (interactions with students, teachers, parents, psychologists/school counsellors and school principals). During discussions of subsequent steps of collaboration within the institution, the participants will reflect on the skills mentioned above. The instructor will supervise all activities and provide feedback to the entire group. |
Requirements
Prerequisites (description)
Learning outcomes
Detailed goals:
∙ To reinforce the ability to listen actively, empathetically, and supportively to individuals in educational contexts,
∙ Conducting a conversation according to the principles of clear, open communication,
∙ Adhering to the principles of subjective, non-autocratic treatment of pupils in all interactions,
∙ Developing effective strategies for modifying negative behaviours in pupils without resorting to violence,
∙ Engaging in self-reflection about recognising, expressing and accepting feelings, as well as dealing with “difficult” feelings in the spirit of respecting individual dignity,
∙ Developing effective strategies for collaborating with students, parents, and teachers,
∙ Promoting a child's independence in a mindful way,
∙ Fostering self-awareness and reflection on the effectiveness of specific educational methods,
∙ Developing a deeper understanding of oneself and one's value system,
∙ Developing a positive and realistic image of oneself, one's capabilities and abilities within the undertaken actions,
∙ Self-care: how to be an educational psychologist and survive?
Students who complete the course will:
Knowledge: students will:
- Demonstrate understanding of effective communication principles and can articulate their application in various educational settings, including schools and preschools, taking into account the developmental stage of the recipient
- Know/describe/define/identify effective communication practices in actions undertaken within an educational institution
- Comprehend and be able to articulate the importance of self-reflection for effective communication in undertaken actions
- When describing undertaken actions, be able to identify assertive, submissive, and aggressive behaviour (their own and the recipients’)
- Engage in self-reflection, including on personal values, both in practice and during supervision, in order to develop their professional identity as an educational psychologist
Skills:
- Demonstrate intentional use of effective communication strategies in actions undertaken in selected educational settings in schools and preschools,
- Engage in self-reflection to identify one's own internal states (thoughts, beliefs, emotions) in communication situations in actions carried out in selected educational contexts, as well as in supervision during activities
- Be able to develop and implement effective intervention strategies tailored to the specific needs of individual pupils within a given educational institution
Social skills:
- Student addresses pupil in a respectful and supportive manner
- Student treats teachers/caregivers as potential partner in/recipient of psychological interventions, showing them respect and support
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: