Print syllabus(in Polish) Diagnostyka w poradnictwie i coachingu
General data
| Course ID: | 11-M16-p |
| Erasmus code / ISCED: |
05.7
|
| Course title: | (unknown) |
| Name in Polish: | Diagnostyka w poradnictwie i coachingu |
| Organizational unit: | Faculty of Educational Studies |
| Course groups: | |
| Course homepage: | http://www.metodologia.amu.edu.pl |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | Polish |
| Major: | education - counseling and psychological and pedagogical |
| Module learning aims: | Equipping students with the knowledge of the issues related to the diagnosis of a psychological- pedagogical : the concept of diagnosis and the process of diagnosis, types and purposes of diagnosis and selected diagnostic techniques and tools Developing knowledge about contemporary approaches to professional psychological- pedagogical and indicating the implications for practice , especially in the field of counseling and coaching Exercise ability to formulate goals diagnosis and selecting the appropriate techniques and diagnostic tools , including taking into account the specificity of diagnosis in coaching Developing the skills of preparing case study Stimulating reflection on the ethical dilemmas associated with the diagnosis and the search for solutions Gathering information for students about the possibilities of developing a diagnostic technique at different stages of the professional development of teacher dealing with counseling and other areas of psychological and pedagogical |
| Short description: |
The subject presents the theoretical basis psycho-pedagogical diagnosis, and the place and role of diagnosis in different models of psychological and pedagogical. Conditions will also be presented in the diagnostic-common factors in different concepts of diagnosis and diagnosis of client resources with a view to focusing on solutions, counseling and coaching. Students will learn the techniques and tools psycho-pedagogical diagnosis and their use in counseling and coaching. Salaries in the competence shall examine the case. |
| Full description: |
Lecture topics: TOPICS OF EXERCISE: 1) Conditions of the diagnostic process: - Contact Diagnostic - determinants, characteristics, building techniques contact - The ability and competence of professional diagnostician - Resistance in contact diagnosis - symptoms, sources and techniques for dealing with resistance - Errors and defective attitude diagnostician 2 Case Study 3 conversation and interview counseling - The basic activities of the interviewer and the interview - Formality and informality as a feature talk and interview - The relationship between the investigator and the caller - Confidence as a condition for the success of the research in an interview - The record of the interview and the interview - organizational and legal aspects 4 Projection Technology - Theoretical assumptions and characteristics of projection techniques - The basic principles and rules for the use of projective techniques - Bugs and traps on the use of projective techniques - Characteristics of the selected techniques and tools using the mechanism of projection (Family Drawing Test, tests unfinished sentences (including Bonnet Greszta, Choynowski), the test of free association, cartoons, unfinished stories, "zoo") |
| Bibliography: |
Baumann, T.; Pilch, T. (2001). Zasady badań pedagogicznych. Strategie ilościowe i jakościowe. Warszawa: Wyd. Akademickie „Żak” Darmowy. B., Madden, B., Sharry, J. (2007). W poszukiwaniu rozwiązania. Przewodnik po terapii krótkoterminowej. Łódź: Galaktyka Gerstman, S. (1985). Rozmowa i wywiad w psychologii. Warszawa: PWN Jarosz, M, Wysocka, E. (2006). Diagnoza psychopedagogiczna. Podstawowe problemy i rozwiązania. Warszawa: Wyd. Akademickie „Żak” Jarosz, M, Wysocka, E. (2006). Diagnoza psychopedagogiczna. Podstawowe problemy i rozwiązania. Warszawa: Wyd. Akademickie „Żak” Kargulowi, A. (red.) (2009). Poradoznawstwo - kontynuacja dyskursu. Milner, J. (2007). Poradnictwo krótkoterminowe: narracje i rozwiązania. Poznań: Zysk- i Ska Morgan, A. (2000). Terapia narracyjna. Wprowadzenie. Warszawa: Paradygmat Miller, W., Rolnik, S. (2010). Wywiad motywujący. Jak przygotować ludzi do zmiany. Karków: Wyd. UJ Rogers, J. (2010). Coaching. Podstawy umiejętności. Gdańsk: GWP Okun, B. (2002). Skuteczna pomoc psychologiczna. Warszawa: IPZ Szczepkowski, J. Praca socjalna. Podejście skoncentrowane na rozwiązaniach. Toruń: Akapit Suchańska, A. (2007). Rozmowa i obserwacja w diagnozie psychologicznej. Warszawa: Wyd. Akademickie i Profesjonalne Zaczyński, W. (1995). Praca badawcza nauczyciela. Warszawa: WSiP |
| Learning outcomes: |
After the module (object) and confirming the achievement of learning outcomes students can: Define the concept of psycho-pedagogical diagnosis, and determine the role and objectives in counseling and coaching. Show the similarities and differences between the nosological diagnosis, and diagnosis of the descriptive / functional Give the substantive arguments, justifying the need to put in the diagnosis of psycho-positive diagnosis and / or diagnosis of client resources Prepare tools and diagnostic techniques for diagnosis and implement specific elements of conduct coaching Plan the stages of the procedure in order to prepare a descriptive diagnosis / functional and perform the diagnostic process to the stage of preparation of case study Discuss the ethical dilemmas associated with the role of the teacher in the process of diagnosis |
| Assessment methods and assessment criteria: |
lecture, talk, brainstorming, visual methods |
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