Incoming students | Wydział Nauk Społecznych

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Erasmus Information – Incoming Students!

WELCOME TO THE INSTITUTE OF PSYCHOLOGY J

 

Dear Erasmus Student!

 

            We will be very happy to host you at the Institute of Psychology at the University of Gdańsk, where around 1000 students are already studying psychology, within 6 specializations: clinical psychology, clinical psychology of children, organizational psychology, psychology of family relations, cross-cultural and gender psychology and penitentiary and forensic psychology.

 

In order to make your visit here more useful, easier and profitable here you will find some hints how to find yourselves among the complicated procedures J

1.      When you’ve made a decision to come and study psychology at the our Institute, you need to prepare a learning agreement – a list of subjects you choose to study in Gdańsk.

2.      Majority of courses offered at our Institute are conducted in Polish. However, each year we offer courses in English as well. Make sure you have chosen the subjects in the language you are able to speak and learn (e.g. Polish or English). Please mind that majority of them take place in the summer semester. The list of subjects can change depending on the students’ interest. Therefore be prepared for making changes in your learning agreement after your arrival to Gdańsk.

3.      In majority of courses the credit is given with the grade. Below you’ll find a scale of grades used at the University of Gdańsk.

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4.      Before coming to Poland, you need to contact Students’ Exchange Office at University of Gdańsk and provide them with some relevant documents in order to be accepted as a student. General information regarding Erasmus Incoming Students you’ll find here:  http://www.ug.gda.pl/en/?id_cat=46&lang=en

5.      After your arrival to Gdańsk, you need to attend a meeting organized by the Students’ Exchange Office, which is obligatory for all incoming students. You’ll be provided there with all necessary information regarding your stay and you’ll be informed about the procedure of obtaining a Student ID which is a must-have when you want to have student discounts on public transport. You will also receive a paper document: Karta Egzaminacyjna, which is a confirmation of all grades you are awarded during your study (you need to collect teacher’s signatures that you have passed the course). Karta Egzaminacyjna and a Student ID should be collected at the Dziekanat (Students’ Office): Mgr Joanna Szymańska; wnsjh@univ.gda.pl;  room: S 404; tel. 048 58 523-44-21; Tuesday - 10.00-14.00, Wednesday – 11.00-15.00, Friday – 10.00-14.00, Monday, Thursday – closed. Remember that at the end of the semester, you need to return your Karta Egzaminacyjna and Student ID to the coordinator.

6.      During the meeting in the Students’ Exchange Office you’ll be informed about the date of the meeting in the Institute of Psychology. During this meeting you’ll be informed if all the subjects you have chosen will finally take place and you’ll be able to make changes in your learning agreement. We’ll take you on a tour around the Institute and provide you with all information necessary for your studies.

7.      For more information about studying at our University of Gdańsk see:

http://www.ug.gda.pl/en/

  1. If you have any questions concerning your Learning Agreement, please contact dr. Marta Łockiewicz: psymlo@univ.gda.pl.

 

See you in Gdańsk J

 

For any further enquiries contact:

Marta Łockiewicz psymlo@univ.gda.pl; room c316, Natasza Kosakowska-Berezecka psynk@univ.gda.pl; room c410
Courses offered in 2016/2017

 

teacher

course

hours

ECTS

Winter semester

1

dr Natasza Kosakowska – Berezecka, dr Marta Łockiewicz

Introduction to psychology

30

4

2

dr Paweł Atroszko

Mindfulness - theory, research and practical applications

15

3

3

Mgr Alicja Kasica-Nowakowska

Effective communication in English

30

6

4

dr Anna Jankowska
dr Paulina Pawlicka

Cross-cultural perspectives on child development and parenting strategies

15

3

Summer semester

1

dr Marta Łockiewicz

Developmental dyslexia

15

3

2

dr Natasza Kosakowska – Berezecka, mgr Alicja Kasica – Nowakowska, dr Marta Łockiewicz

Introduction to psychology

30

4

3

dr Marta Łockiewicz

Teaching reading & writing to young learners

15

3

4

dr Natasza Kosakowska – Berezecka

Cultural adaptation training

15

3

5

mgr Alicja Kasica-Nowakowska

Developmental Movement - Veronica Sherborne

15

3

6

dr Marta Łockiewicz

The psychology of language

15

3

7

Prof. Saba Safdar, dr N. Kosakowska-Berezecka

Psychology of acculturation

30

6

 

These courses  will run depending on the number of interested students (15 participants are required; otherwise the course will be cancelled – except Introduction to Psychology).

 

More courses to be found here (you can put these courses in your LA):

 

Institute of Philosophy, Sociology, and Journalism: http://wns.ug.edu.pl/wydzial/instytuty_wns/instytut_filozofii_socjologii_i_dziennikarstwa/oferta_ksztalcenia/wymiana_studencka

 

Institute of Education:

http://wns.ug.edu.pl/wydzial/instytuty_wns/instytut_pedagogiki/wspolpraca/wymiana_zagraniczna_erasmus  (these courses run with no cancellation due to the number of interested students).

 

Syllabi of the courses:

 

  1. Developmental dyslexia

 

Marta Łockiewicz

 lecture with multimedial presentation

·      seminar: text analysis & discussion/ group work / case study / discussion / carrying out tasks

 

 

 

 

·      grade

 

·      written test with open questions (tasks)

·      written assignment: case study

·      final grade based on term work

earning at least half number of points as possible to earn for: written test (factual correctness, comprehensibility), written assignment (factual correctness, originality & correctness of suggested solutions), active class participation (reading assignments, discussions), attendance

The aim of the programme is to present the phenomenon of developmental dyslexia in children & adults. By the end of the course student will have gained: a basic theoretical & practical knowledge about developmental dyslexia, characteristic deficits, suffered difficulties, diagnostics & therapeutic tools; advanced specialist vocabulary.

 Content areas:

  • Theoretical bases (specific learning difficulties, pathomechanism, aetiology)
  • Developmental dyslexia in lifespan -  problem recognition in Poland and abroad (legislation), deficits in adults as compared to symptoms in children, secondary psychological consequences of primary cognitive deficits
  • Theories suggesting potential strengths characteristic of developmental dyslexia
  • Education and employment of adult dyslexics
  • Diagnostic tools and support systems in Poland and abroad

 

 A.1.

1. Rice, M., Brooks, G. (2004). Developmental dyslexia in adults: a research review. London: National Research and Development Centre for adult literacy and numeracy.

2. Riddick, B., Sterling, Ch., Farmer, M., Morgan, S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students. Dyslexia, 5, 4, 227-248.

3. Everatt, J. (1997). The Abilities and Disabilities Associated with Adult Developmental Dyslexia. Journal of Research in Reading, 20, 1, 13 – 21.

4. Lyon Reid, G., Shaywitz, S. E., Shaywitz, B. A. (2003). A Definition of Dyslexia. Defining Dyslexia, Comorbidity, Teachers’ Knowledge of Language and Reading. Annals of Dyslexia, 53, 1-14.

5. Bannatyne, A. (1979). Spatial Competence, Learning Disabilities, Auditory-Vocal Deficits and a WISC-R Subtest Recategorization. Journal of Clinical Child Psychology, 8, 3, 194 – 200.

6. Nicolson, R. I., Fawcett, A. J. (2008). Dyslexia, Learning, and the Brain. Cambridge, Massachusetts: The MIT Press. Rozdział 2.

 

K_W01

K_W10

 

 

K_U02

K_U04

 

K_K04

 

 By the end of the course student will have gained:

·         a knowledge of English terminology concerning specific learning difficulties used in psychology & related disciplines on an advanced level

·         an advanced & comprehensive knowledge about biological, educational, social bases of psychological functioning of a person with specific learning difficulties

Student defines concepts related to developmental dyslexia, differentiates between developmental dyslexia & borderline intellectual functioning, lists symptoms characteristic of developmental dyslexia throughout a lifespan, describes/explains the essence of pathomechanism and aetiology of developmental dyslexia in the light of different approaches; understands the essence of functionality & dysfunctionality, harmony & disharmony, normality & abnormality. Student knows the rules of organising psychological & educational help for persons with developmental dyslexia.

 Student is able to use & integrate theoretical knowledge within the area of psychology & related disciplines (widely understood education) in order to analyse complex psychological, educational, therapeutic problems; to diagnose & design practical actions for persons with specific difficulties in reading & writing (remedial teaching).

Student is able to:

Communicate orally & in written form in English – clearly, comprehensively, precisely;

Produce structured oral & written theses concerning different psychological issues related to specific difficulties in reading & writing, rooted in diverse theoretical approaches, both psychological & other (mostly educational); 

 Student:

Identifies with values, aims, & tasks carried out in psychological practice;

Is sensible, mature, & engaged in designing, planning, & implementing psychological actions, especially those intended for persons with specific difficulties in reading & writing, including children (cues for remedial teaching);

Is careful/critical about expressing opinions;

Works independently & in a team, which is task-depending;

Is creative in problem solving

 psymlo@univ.gda.pl

       

 

 

  1. Introduction to psychology

 

dr Marta Łockiewicz, dr Natasza Kosakowska-Berezecka

 lecture with multimedial presentation

·      seminar: text analysis & discussion/ project (research project)/ role play/ group work / case study / discussion / carrying out tasks

 

 

 

 

·      grade

·      written exam with closed & open questions (tasks)/longer written assignment (problem solving)

·      written test

·      written & oral assignment: preparing project or presentation / producing research & results presentation (written/oral)

·      final grade based on term work

 

earning at least half number of points as possible to earn for: short written assignments, short quizzes, written test (factual correctness, comprehensibility), written assignment (factual correctness, originality & correctness of suggested solutions, attractiveness of presentation, discussion of results), active class participation (reading assignments, discussions), attendance

 

 

At the end of the course students will have gained the following academic skills in English:

·         to comprehed & analyse academic texts,

·         to dicuss academic issues,

·         to describe research results & psychological theories orally & in writing in English,

·         to use English as a tool supporting vocational career as a psychologist.

 

 B. Content areas

Introductory psychology issues – students will have gained specialist vocabulary in English:

- basic psychological approaches (behaviourism, psychoanalysis, cognitive psychology, humanistic psychology)

- developmental psychology

- individual differences

- emotions & motivation

- social relations

- gender psychology

- intercultural psychology

- organisation & management psychology

- neuropsychology

- psychology of learning

- psychotherapy

 

A.1 Hill, G. (2001).  A Level Psychology through diagrams. Oxford: Oxford University Press,   86, 88, 100-101, 130-134, 238-242,

Westen, D. (1999). Psychology. Mind, Brain & Culture. New York: John Wiley & Sons,   130-133; 176-177, 301-304;  307-309, 330-338, 470-478, 772-781.

Zimbardo, P. (2005). Psychologia i życie. Warszawa: PWN, 82-88.

Hill, G. (2001).  A Level Psychology through diagrams. Oxford: Oxford University Press,   15-21, 51, 71, 93, 99, 104-109, 124, 125, 139-142, 180-182, 219, 260-262,

Loftus, E. (1994). Leading Questions and the Eyewitness Report, In: Pettijohn, T. F. (Ed.), Sources. Notable Selections in  Psychology, 160-168.

Bandura, A., Ross, D., Ross, S. (1994) Imitation of Film-mediated Aggressive Models. In: Pettijohn, T. F. (Ed.), Sources. Notable Selections in Psychology, 133-140.

Teachers’ bloomers, 390-393 (by Rosenthal, R. & Jacobson, L., 1966; simplified – from: Introducing Psychological Research).

Renzulli, J. S. (1990) The three-ring conception of giftedness: a developmental model for creative productivity. In: R. J. Sternberg, J. E. Davidson (Ed.), Conceptions of Giftedness. Cambridge: Cambridge University Press, 53-92.

Selye, H. (1994). The evolution of the stress concept. In: Pettijohn, T. F. (Ed.), Sources. Notable Selections in Psychology, 267-272.

Darley, J. M., Latane, B. (1994). When will people help in crisis? In: Pettijohn, T. F. (Ed.), Sources. Notable Selections in Psychology, 344-351.

Maslow, A. H. (1994). A theory of human motivation, In: Pettijohn, T. F. (Ed.), Sources. Notable Selections in Psychology, 197-203.

Ungerer, F., Schmidt, H., J. (1996). An introduction to cognitive linguistics, London: Longman: 37-43.

Banyard, P., Grayson, A. (2000). Introducing Psychological Research. Palgrave Macmillan,   145-148, 184-188, 364-369.

Sternberg, R.J. (1997). Introduction to Psychology. Harcourt Brace College Publishers.   19-29.

Seal, B. (2002). Academic encounters.  Cambridge: Cambridge University Press,  94-130, 177-212, 45-90.

 

K_W01

K_W06

K_W07

K_W08

K_W09

 

K_U04

K_U05

 

K_K01

 By the end of the course student will have gained:

·         a knowledge of English terminology concerning psychology & its usage in related disciplines on an advanced level

·         an advanced & comprehensive knowledge about: human development throughout the lifespan in biological, psychological & social aspect, specificity of social relations, social phenomena, and underlying regularities as explained in psychology, psychological beses of human functioning.

·          organised knowledge about theory of education, studying & teaching, other educational processes.

Student is able to present the aforementioned knowledge in English in oral & written form.

Student is able to:

Communicate orally & in written form in English – clearly, comprehensively, precisely;

Produce structured oral & written theses concerning different psychological issues related to specific difficulties in reading & writing, rooted in diverse theoretical approaches, both psychological & other; 

Present his or her own ideas, doubts & suggestions, argument these thoroughly within the context of selected theoretical perspectives, of different authors’ concepts, while keeping ethical standards.

Organise & plan his or her own oral & written statement, arguments judgements, critically assessess the claims of others, debat es.

Proposes the solutions of practical problems.

Student:

Has a deep awareness of his or her own level of knowledge & skills, understands the need of constant personal & occupational development.

Is careful/critical about expressing opinions;

Works independently & in a team, which is task-depending;

Is creative in problem solving

Is sensitive to differences between humans, including intercultural differences.

psymlo@univ.gda.pl

psynk@univ.gda.pl

 

       

 

  1. Teaching reading & writing to young learners

 

Marta Łockiewicz

 lecture with multimedial presentation

·      seminar: text analysis & discussion/ group work / discussion / carrying out tasks / skills training with the usage of audio materials & teaching materials

 

 

 

 

grade

·      written assignment: the plan of a GSM session with materials;

written assignment (factual correctness, originality & correctness of suggested solutions, attractiveness for children), active class participation (reading assignments, discussions), attendance

The aim of the course is to present Marta Bogdanowicz’s Good Start Method. By the end of the course student will have gained: basic theoretical & practical knowledge about early education & Good Start Method; the skill of planning & holding GSM sessions.

 B. Content areas

·         Theoretical bases (reading & writing, sensory-motor integration, specific learning difficulties, the risk of dyslexia, multisensory learning, early development support),

·         the origins of GSM, the assumptions, structure & sessions planning of, adjustment to various age groups;

·         practical activities

 

 A.1.

1. Lyon Reid, G., Shaywitz, S. E., Shaywitz, B. A. (2003). A Definition of Dyslexia. Defining Dyslexia, Comorbidity, Teachers’ Knowledge of Language and Reading. Annals of Dyslexia, 53, 1-14.

2. Nicolson, R. I., Fawcett, A. J. (2008). Dyslexia, Learning, and the Brain. Cambridge, Massachusetts: The MIT Press. Chapter 3.

3. Schaaf, R. C., Miller, L. J. (2005). Occupational therapy using a sensory integrative approach for children with developmental disabilities. Research Reviews, 11, 143-148.

1. Bogdanowicz M. (1999 ed.I, 2007 ed.VII) Metoda Dobrego Startu. Warszawa: WSiP.

2. Bogdanowicz M. (1997 ed.I, 2003 ed.III) Integracja percepcyjno - motoryczna. Teoria - diagnoza - terapia. Warszawa : CMP P-P.

3. Bogdanowicz M., Tomaszewska M.(1993) Piosenki na literki. Podręcznik i kasety z nagraniami. Gdynia: Elfax.

4. Bogdanowicz M., Szlagowska D.(1996 ed.I, 1998 ed.III) Piosenki do rysowania. Podręcznik, materiały do ćwiczeń, kaseta z nagraniami. Gdańsk  ed.I. Ed. Fokus.

5. Bogdanowicz M., Barańska M., Jakacka E. (2005) Od piosenki do literki. Podręcznik, Materiały do ćwiczeń, 3 płyty CD  z piosenkami. Cz. 1. Gdańsk: Ed. Harmonia

6. Bogdanowicz M.,  Barańska M., Jakacka E.(2006) Piosenki do rysowania. Gdańsk: Ed. Harmonia

7. Bogdanowicz M., Barańska M., Jakacka E.(2006) Od wierszyka do rysunku. Zeszyt 1 i 2 . Gdańsk:Ed. Harmonia

8. Bogdanowicz M.(2006) Skala Oceny Skuteczności Metody Dobrego Startu. Gdańsk: Ed.Harmonia

9. Bogdanowicz M., Barańska M., Jakacka E.(2006) Od wierszyka do literki . Zeszyt 1 i 2. Gdańsk: Ed. Harmonia.

10. Bogdanowicz M., Szewczyk M. (2007) Metoda Dobrego Startu. Od słowa do zdania, od zdania do tekstu. Gdańsk: Ed. Harmonia.

11. Bogdanowicz M., Barańska M., Jakacka E. (2008) Metoda Dobrego Startu. Od wierszyka do literki, dwuznaku i zmiękczenia. Gdańsk: Ed. Harmonia.

12. Bogdanowicz M., Barańska M., Jakacka E., (2008) Metoda Dobrego Startu. Od wierszyka do rysunku: dla dzieci 3-4 letnich. Gdańsk: Ed. Harmonia.

13. Bogdanowicz M., Barańska M., Jakacka E., (2008) Metoda Dobrego Startu. Od wierszyka do rysunku: dla dzieci 5 letnich. Gdańsk: Ed. Harmonia.

14. Bogdanowicz M., Barańska M., Jakacka E., (2008): Dobry Start. Program wychowania przedszkolnego dla dzieci 3-5 letnich. Gdańsk: Ed. Harmonia.

K_W01

K_W10

 

 

K_U02

 

 

K_K04

 

 By the end of the course student will have gained:

·         a knowledge of English terminology concerning early education & Good Start Method used in psychology & related disciplines on an advanced level

·         an advanced & comprehensive knowledge about biological, educational, social bases of psychological functioning of children at risk of dyslexia & children with specific learning difficulties

Student defines concepts related to developmental dyslexia, lists symptoms characteristic of developmental dyslexia & the risk of dyslexia, understands the essence of functionality & dysfunctionality, harmony & disharmony, normality & abnormality. Student knows the rules of organising psychological & educational help for children with developmental dyslexia. Student knows selected nursery rhymes & games for preschoolers & primary school students.

 Student is able to use & integrate theoretical knowledge within the area of psychology & related disciplines (widely understood education) in order to analyse complex psychological, educational, aiding, or therapeutic problems; to diagnose & design practical actions for children at risk of dyslexia & children with specific difficulties in reading & writing (remedial teaching).

Student is able to prepare & hold sessions in accordance with the assumptions & structure of Marta Bogdanowicz’s Good Start Method in English.

 Student:

Identifies with values, aims, & tasks carried out in psychological practice;

Is sensible, mature, & engaged in designing, planning, & implementing psychological actions, especially those intended for children at risk of dyslexia & children with specific difficulties in reading & writing, including children (cues for remedial teaching);

Is careful/critical about expressing opinions;

Works independently & in a team, which is task-depending;

Is creative in problem solving

 

 psymlo@univ.gda.pl

       

 

 

  1. Cultural adaptation training – effective work in multicultural settings

 

 

Kosakowska-Berezecka Natasza

  semestr letni/ summer semester

·      ćwiczenia audytoryjne: metoda projektów (praktyczny) / gry symulacyjne / praca w grupach / analiza zdarzeń krytycznych (przypadków) / dyskusja

·      practical workshop: project method, group work, discussions, written and auditory assignments, 

 

 

 

 

·      credit with a grade

·      credit conditions: presence and interaction within the classes, written assignment – planning and leading a part of a workshop/training connected with cultural adaptation

Podstawowym kryterium jest obecność na zajęciach, aktywność oraz ocena wykonania pracy zaliczeniowej, polegającej na przygotowaniu projektu warsztatu/szkolenia/treningu dla określonej grupy odbiorców związanego z adaptacją kulturową oraz poprowadzeniu jego części.

During the course students will look at different issues concerning diversity: cultural, gender, national differences and norms and how they affect our functioning in different cross-cultural situations. One of such situations involves being an Erasmus student. But not only - how to incorporate important diversity issues within an organization?

What can become more visible when different cultures meet are communication problems. Then a question arises: how to deal with them when they appear and how to prevent communication conflicts from escalating? Issues of culture and diversity have started to be of great importance in many global European institutions and organizations (e.g. companies).

During a practical workshop a multicultural group consisting of students from Poland and our guest students from Erasmus program will have a chance to summarize their experience being abroad and use the knowledge in their future professional career.

 Work styles and communication norms in different cultures

·      Practical cultural dimensions– cultural keys and its use when contacting representatives from different cultures

·      Conflict – its origins and solving strategies in multicultural organizations

·      Practical adaptation models – stages, problems, opportunities

·         Psychological counseling in the cultural adaptation processes

 Brislin R., Cuchner K., Cherrie, C., Yong, M. (1995) Intercultural interactions. A practical guide. Sage Publications.

·      Matsumoto D. i Juang L. (2007). Psychologia międzykulturowa. Gdańsk: GWP

·      Chybicka, A., Kosakowska, N., Petrus, P. (2010). Wielokulturowość w organizacji – wyzwania dla zarządzania. W: A. Zawadzka (red.) Psychologia zarządzania w organizacji. PWN.

·      Jarymowicz, M. (red.) (1998). Spotkania z odmiennością. Warszawa: Wydawnictwo Instytutu Psychologii PAN. 

·      Price, W., Carpo, R. (2003). Psychologia w badaniach międzykulturowych. Gdańsk: GWP.

·      Warsztaty kompetencji międzykulturowych - podręcznik dla trenerów red. Marzena Lipińska. Międzykulturowe Centrum Adaptacji Zawodowej. Warszawa 2008

·      Tolerancja i wielokulturowość. Wyzwania XXI wieku, Pod redakcją Agnieszki Borowiak i Piotra Szaroty, Wydawnictwo SWPS 2004.

 

 psynk@univ.gda.pl

     

 

 

 

The psychology of language

Aims of education:

The aim is to instruct students about the bases of psycholinguistics. The students can learn about theory on language and communication.

Course contents

What is language?

Biological bases of language

Grammar: morphology, syntax, semantics, phonetics

Text and discourse

Phonological awareness

Language and education Reading and writing

 

Bibliography of literature

A. 1. 1. Fromkin, V., Rodman, R., Hyams, N. (2011). An introduction to language. Boston: Thomson/ Wadsworth.

 

  1. 2. 1. Altmann, G. T. M. (2001). The language machine: Psycholinguistics in review. British Journal of Psychology, 92, 1, 129-170. 2. Harley, T. (2008). The psychology of language. From data to theory. Hove: Psychology Press. Chapter: Reading. 3. Traxler, M., & Gernsbacher, M. A. (Eds.). (2011). Handbook of psycholinguistics. Academic Press. B.
  2. Literatura uzupełniająca 1. Coltheart, M. (2006). Dual Route and Connectionist Models of Reading: An Overview. London Review of Education, 4(1), 5-17. 2. Gleason, J. B., Ratner, N. B. (1997). Psycholingustics. Belmont: Wadsworth Publishing. 3. Garman, M. (1994). Psycholinguistics. Cambridge: Cambridge Univ. Press. 4. Goswami, U. (2008). The Development of Reading across Languages. Annals of the New York Academy of Sciences. 1145, 1-12. 5. Melby-Lervag, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological Skills and Their Role in Learning to Read: A Meta Analytic Review. Psychological Bulletin, 138(2). doi: 10.1037/a0026744 6. Snowling, M. J., & Nation, K. A. (1997). Language, Phonology and Learning to Read. In C. Hulme & M. J. Snowling (Eds.), Dyslexia: Biology, Cognition and Intervention (pp. 153-166). London: Whurr Publishers Ltd
Treść ostatnio zmodyfikowana przez: Jarosław Jurkowski
Treść wprowadzona przez: Rafał Chyła
Ostatnia modyfikacja: 
poniedziałek, 23 maja 2016 roku, 11:02