south-western university neofit rilski faculty of philosophy … for foreign students.pdf ·...

South-western University "Neofit Rilski"

Faculty of Philosophy

Blagoevgrad 2700, „Ivan Mihailov Str" №66

C U R R I C U L U M

of "Educational psychology"

FIELD OF HIGHER EDUCATION: 3. SOCIAL, ECONOMIC AND LEGAL SCIENCES

PROFESSIONAL FIELD: 3. 2. PSYCHOLOGY

SUBJECT: 3. 2. PSYCHOLOGY

ACADEMIC DEGREE: MASTER

NATIONAL QUALIFICATION FRAMWORK: 7

PROFESSIONAL QUALIFICATION: MASTER OF PSYCHOLOGY

DURATION OF TRAINING: Three semesters

ECTS: 90

FORM OF EDUCATION: Regular

CODE: 03.33_3.17.21

ABSTRACT EDUCATIONAL PROGRAMS

І. QUALIFICATION CHARACTERSITICS

For Master Degree in “School psychology” program in the professional filed 3.2 Psychology for

bachelors or masters in the same professional filed, regular form of education.

The curriculum is designed in English language for foreign students.

The duration of education is 3 semesters according to clause 14 from the interior regulations of

SWU “Neofit Rilski” from 2009.

Graduates of “School psychology” master degree program have more extensive and deeper

psychological knowledge than the bachelors:

awareness of modern methods of psychological diagnostics and experimental studies in

school practice;

thorough knowledge of frontier conditions in normal and pathological findings in the

selected area;

awareness of the specifics of education and psychological problems of personnel working

in the field;

awareness of home and abroad research on the chosen Master’s program;

competence to conduct psycho-diagnostics and psycho-prophylaxis of students and

teachers;

psychological counseling skills;

skills to create publications on data from your own research;

skill for observation on changes in student behavior in different situations;

good level of foreign language (written and spoken).

Students studying at the Master degree program in “School Psychology” receive depth

psychological knowledge of the pedagogical work of the teacher, the psychological characteristics of the

academic activities, the specifics of the relationships at school environment, and the core function of the

psychologist in the overall educational process.

Graduates acquire professional knowledge and skills for diagnosis of gifted children and

adolescents. They acquire knowledge and skills for individual and group counseling for students with

special educational needs and students with problem behavior; for teachers and parents in cases with

impaired interactions with students and colleagues, knowledge and skills for advising all units in the

education system.

The professional competence of masters gives them the opportunity for a career in the different

levels of education - primary schools, secondary schools, vocational schools and related institutions as

centres for psycho-social rehabilitation of children, children's educational centres and other.

I. CONTENTS OF CURRICULUM

№ NAME OF THE COURSE

Evaluation

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I. COMPULSORY SUBJECTS:

1

Professional activities of the

psychologist in the school І exam 5 45 30 0 15 105

2 Psychology of teacher І exam 5 45 30 0 15 105

3

Psychology of gifted children and

adolescents І exam 5 45 30 0 15 105

4

Psychology of self-development at

school age І exam 4 45 30 0 15 75

5

Psychology of pedagogical

communication І exam 4 45 30 0 15 75

6

Psychological measurements at

school age І exam 4 45 30 0 15 75

7 Optional subject from first group І exam 3 45 30 0 15 45

Total: 30 315 210 0 105 585

8

Psychological criteria for

examination and evaluation the

work of the teacher

ІІ exam 3 45 30 0 15 45

9

Psycho diagnostics of children with

special educational needs ІІ exam 3 45 30 0 15 45

10

Organization and conducting of

psychological and pedagogical

experiment

ІІ exam 3 45 30 0 15 45

11

Psychological and social problems in

school ІІ exam 3 45 30 0 15 45

12 Optional subject from second group ІІ exam 3 45 30 0 15 45

13 Trainee Practice ІІ 5 50 0 0 50 100

Total: 30

275

150

0

125

325

14 Trainee Practice III exam 15 150 0 0 150 300

15 Preparation, elaboration, and

presentation of diploma thesis ІІI exam 15

0

0

0

0

450

Total: 30

150

0

0

150

750

TOTAL for the training course 90 740 360 0 380 1660

II. OPTIONAL SUBJECTS (groups)

First group

1 Values in teachers work І exam 3 30 15 0 15 60

2

Psychology of the self-image

in school age І exam 3 30 15 0 15

60

3 Psychology of sexuality І exam 3 30 15 0 15 60

4

Psychology and psycho-

prophylactics of family

relationships

І exam 3 30

15

0 15

60

5 Social psychiatry І exam 3 30 15 0 15 60

Total number of subjects

that are selected from

the group

І

15 150 75 0 75 300

Second group

6

Psychology of intercultural

relationships at school ІІ

exam 3

30

15 0 15

60

7 Pedagogical sociology II exam 3 30 15 0 15 60

8 Parapsychology II exam 3 30 15 0 15 60

9

Psychology of conflicts at

school II exam 3

30 15 0 15

60

10

Legislative protection of

children and adolescents II exam 3

30

15 0 15

60

11

Strategies for assertive

behaviour II exam 3

30 15 0 15

60

Total number of subjects to

be selected from the group ІІ 18 180 90 0 90 360

Total number of subjects to

be selected 33 330 165 0 165 660

Faculty disciplines.

Each student can sign for all courses, which are available in South-West University “Neofit

Rilski”, no matter in which faculty the course is organized (in accordance to clause 2, paragraph 5

from the Regulation of national requirements for acquirement of University education, published in

DB, nr.7/2002) as the total credits of the faculty disciplines cannot exceed 10% of the total credits of

the study curriculum.

II. Trainee Practice

The practice is accomplished in the real school environment. It includes observation of the school

psychologist`s work, attending at a case-study discussion, participation in school students` assessments and

planning of school and family interventions. Furthermore one can take part in multidisciplinary teamwork and in

different inner-school activities. Any mode of private affairs or correspondence practice will not be accepted.

Previous relevant work experience is not considered as a trainee practice.

ІІІ. Graduation

1. Master degree students graduate with a thesis defense.

2. Successfully graduated the master degree program “School Psychology” receive Master degree diploma

with professional qualification “Master of Psychology”.

ІV. Comments

1. The curriculum is designed in English language for foreign students.

2. The duration of education is 3 semesters according to clause 14 from the interior regulations of SWU

“Neofit Rilski” from 2009.

3. Forms of control for students’ success (current and final) are described in the curriculum.

4. Students study one academic discipline from the optional courses in the first and the second semester, a

total of 2 optional subjects during the education.

PROFESSIONAL ACTIVITIES OF THE PSYCHOLOGIST IN THE SCHOOL

ECTS credits: 5

Weekly workload: 10 + 5 pr. ex.

Form of Assessment: exam Type of the exam: written

Semester I

Learning Department:

Learning department of Psychology

Faculty Philosophy

Lector:

Assoc. Prof. Rusanka Mancheva, PhD Department Psychology

Email: [email protected]

ANNOTATION:

In the suggested course to the students are given guidelines on the activities of the psychologist

in the educational system. As a relatively new profession in Bulgaria its affirmation is based on

experience and achievements of school psychology in other countries. Guidelines are interaction

with both teachers and students from different educational levels and their parents.

Course objectives are designed to acquaint students with the regulations governing

professional positions and commitments of the school psychologist, the specificity of his

psycho-diagnostics, psycho-consultative, psycho-prophylactic and psychological-correction

work.

COURSE CONTENT:

The profession psychologist at school - Present and future. Historical objectivity for the

emergence of the profession school psychologist. Organization of the work of the school

psychologist. Psycho-diagnostics at school as a professional activity of the school psychologist.

Specifics of psychological intervention at school environment. Psycho-prophylactic activity of

the school psychologist. Individual and group psychological-correction of problematic behavior

of students. Profesional-psychological training for teachers.

TECHNOLOGY OF EDUCATION:

Education includes lectures and practical exercises. Self study provides paper

development. Formation of evaluation is: Control during education and written exam.

PSYCHOLOGY OF TEACHER

ECTS credits: 5





Faculty Philosophy

Lector:

Assoc. Prof. Maria Mutafova, PhD Department Psychology


ANNOTATION:

The Psychology of teacher occupies an important place in the overall preparation of students

graduate. Significant relationships and psychological conditions for the formation of the

personality of teachers are revealed. Psychological mechanisms for self-development and selfimprovement

are examined.

In this sense are the objectives of “Psychology of Teachers” course:

1. To utilize the psychological laws of self-development of the teacher.

2. Studying psychology of teachers update problems with the interactive relationship

with students and the need of psycho-prophylaxis.

3. Lectures and practical sessions are devoted to the problem which is related not only to

learning but also at creating skills for self-knowledge and self-development of the creative

potential of teachers.

COURSE CONTENT:

Subject and tasks of psychology of teacher. Psychological research methods of the

teacher. Personality characteristics of the teacher. Personality types of teachers. Styles of

interaction between teacher and students. Professionalization of the self-consciousness of the

teacher. The teacher as a subject of personal and praxeological reflection. Pedagogical

sensitivity of the teacher. Pedagogical divergent thinking of the teacher. Pedagogical

imagination of the teacher. Pedagogical skills of teachers. Temperament of the

teacher. Emotional stability of the teacher. Psycho-prophylactics of the efficiency of the

teacher. Values and interests of the teacher. Current problems in the psychology of the

teacher. Qualities needed in the modern profession of teaching.




PSYCHOLOGY OF GIFTED CHILDREN AND ADOLESCENTS

ECTS credits: 5





Faculty Philosophy

Lector:



ANNOTATION:

The Psychology of gifted children and adolescents occupies an important place in the

overall preparation of students. Significant relationships and psychological conditions are

revealed for the formation of the personality of talented children and adolescents. Psychological

mechanisms of self-knowledge are examined in the process of training them as constructive for

the updating of their creative potential.

In this sense is the purpose of “Psychology of gifted children and adolescents” course:

1. To utilize the psychological patterns of self-knowledge in training, compliance with

which enhances learning.

2. Studying the process of self-knowledge updates talent manifestations of children and

adolescents.


learning but also at creating skills for self-knowledge and self-development of the creative

potential of children and adolescents.

COURSE CONTENT:

Subject and tasks of the psychology of gifted children and adolescents. Psychological

structure of the personality of gifted children and adolescents. Psychological research methods

of talented children and adolescents.Motivation for self-actualization of gifted children and

adolescents. Psychological conditions to stimulate divergent thinking of gifted children and

adolescents. Temperament of gifted children and adolescents. Abilities of gifted children and

adolescents. Awareness of gifted children and adolescents. Characteristics of learning of gifted

children and adolescents. Attention of gifted children and adolescents. Imagination of gifted

children and adolescents. Emotions and feelings of gifted children and adolescents. Will of

gifted children and adolescents. Values and interests of gifted children and

adolescents. Psychological characteristics of the attitude of teachers towards gifted children and

adolescents.




PSYCHOLOGY OF SELF-DEVELOPMENT AT SCHOOL AGE

ECTS credits: 4





Faculty Philosophy

Lector:



ANNOTATION:

The lecture course enhances skills of masters in psychologists in one of the most topical

problems of secondary education - problem of inclusion of students as partners of school in

developing their own personality.

COURSE CONTENT:

Subject and tasks of the psychology of self-development.Problems of self-development

in Bulgarian schools. Theoretical foundations of human self-development.

Terminology of psychology in self-development. Self-recognition - a major problem of self

education and self-development.Self-concept as a result of self-knowledge and a condition for

selection of priorities for self-alter. Self-esteem as an emotional component of selfconsciousness.

Willed readiness of students for self-development.

Reflection - an essential condition for the transition from consciousness to self-consciousness.

Emotional components of self-knowledge and self-development of students. Mechanisms of

self-development and self education.




PSYCHOLOGY OF PEDAGOGICAL COMMUNICATION

ECTS credits: 4





Faculty Philosophy

Lector:



ANNOTATION:

Pedagogical communication is a specific type of human activity through which two main

tasks are solved: to influence the personality development of students and creating conditions

for learning. Effective resolution of these tasks may be done by plotting the optimal contact of

teacher and student. The course of lectures and practical exercises defend the idea that this

contact is to be implemented on the basis of the achievements of the humanistic and cognitive

field of psychology .The positive role in the relationships, empathy, defensive behavior,

defensive mechanisms, confidence, authenticity of the teacher in the implementation of teachers

professional development and communication skills to provide opportunities for student to

understand, build positive relationships, expressive reading of signals , conflict resolution, the

organization of learning interactions, all this is revealed.

COURSE CONTENT:

Main concepts – psychological measurements, psychological testing, psychological

assessment, psychological diagnostics. Levels of measurement. Construction of a test measuring

achievements. Criterion-oriented testing. Norms and assessment of test. Criteria for assessment.

Construction and evaluation of essays. Expert assessment. Uni-dimensional and multidimensional

scaling. Testing in education. Testing of intelligence. Testing of abilities, and

creativity. Testing of interests. Study of anxiety. Projective methods (drawing methods, Rene

Jill). Sociometry Measurement of specific educational difficulties. Study of school readiness .

Study of learning motivation. Peculiarities of children’s testing. Preparing a paper of a

psychological research. Computer testing. Ethics for psychologists.




PSYCHOLOGICAL MEASUREMENTS AT SCHOOL AGE

ECTS credits: 4





Faculty Philosophy

Lector:

Prof. Stanislava Stoianova, PhD

Email: avka @swu.bg

ANNOTATION:

This subject includes the following modules of content: process of measurement and

construction of a psychological test; applied aspects of psychological testing in school

environment.

The goals of the subject “Psychological measurements at school age”: the basic terms of the

psychological measurement and assessment to be clarified; the whole process of construction of

a psychological test to be presented; the skills to be formed for application of the psychological

tests in the sphere of education; the skills to be formed for conducting computer testing; the

skills to be formed for presenting the results from a psychological study in the form of a

scientific paper; the professional ethics requirements of the psychological activity to be known

and applied.

The subject “ Psychological measurements at school age” is related to all the other

psychological subjects that use psychological tests for collecting data and especially to the

subjects “Experimental psychology” and “Educational psychology”.

COURSE CONTENT:

Correspondence, behavior, pedagogical communication.Functions of pedagogical

communication.Ability for pedagogical communication. Teacher personalities and their

reflection in dialogue. Dominant traits (dominance and conformity, flexibility and rigidity,

extraversion and introversion) and communication. Pedagogical communication as a humanistic

psychological consult.Sources of identity and changing of self-concept of students. Interpersonal

relationships and pedagogical communication. Mental defense and pedagogical communication.

Mechanisms for mental defense and pedagogical communication.Pedagogical communication as

cognitive psycho-pedagogical communication. .Pedagogical communication and knowledge.

Structure of relationships in class and communication among pupils. The teacher, interpersonal

conflict, communication. Developing professional - pedagogical communication skills.


The contemporary technical equipment as multimedia, software, models, etc. is used for

these lectures. The seminars are held in a psychology laboratory.

The students’ extra-curriculum activity represents the preparation and presentation of a

scientific research; conducting psychological studies; testing; summarizing of articles and book

chapters; essays on topics related to personal experiences and observations; analysis of cases;

adaptation of a test.

The assessment of the students’ results is done accordingly to the ECTS. The rating on

each subject is formed at the end of the course on the basis of the rating of a written essay on a

topic discussed during the lectures and on the basis of the rating of the student’s extracurriculum

activity.

Final grade calculation is done by using a 6-point rating scale: the rating 6 equals level A

on ECTS; the rating 5 equals level B on ECTS; the rating 4 equals level C on ECTS; the rating 3

equals level D on ECTS; the rating 2 equals level E on ECTS.

PSYCHO-SOCIAL PROBLEMS AT SCHOOL

ECTS credits: 3





Faculty Philosophy

Lector:

Prof. dr.ps.sc. Ludmil Krastev


ANNOTATION:

Psycho-social problems at school are an important ingredient in the overall preparation of

students. Revealed significant relationships and psychological conditions of competence in

solving psychosocial problems.

In this sense are objectives of “Psycho-social problems at school” course:

1. Studying the role stereotypes related to interacting in education.

2. To study the psycho-social problems at school.

3. Lectures and practical sessions are devoted to the problem which is related not

only to learning but to create practical skills for resolving psycho-social problems at school.

COURSE CONTENT:

Subject of psycho-social problems at school.Efficiency in the identification of

psychosocial problems at school.Psycho-social problems associated with the modernization of

Bulgarian education system.Creating and maintaining trust and influence from the teacher as a

facilitator.Role schemes of teachers and students in initiating psychosocial problems at

school.Role categorization and social context of problematic interaction between teachers and

students. Non-verbal components of problematic interaction between teachers and students.

Openness and empathy in resolving psycho-social problems at school. Formation, maintenance

and change of attitudes in case of psycho-social problems at school.




PSYCHOLOGICAL CRITERIA FOR EXAMINATION AND EVALUATION THE WORK OF

THE TEACHER

ECTS credits: 3





Faculty Philosophy

Lector:



ANNOTATION:

The course is aimed at understanding the criteria by which to conduct their teaching

activities and to examine the honors of the teacher work.

OBJECTIVES OF THE CURRICULUM:

To reveal the need for selection of criteria by which to examine and evaluate educational

activities. To clarify the nature of teaching style, subject to monitoring and evaluation. To justify

the role of emotional responsiveness and pedagogical tact in teaching activities. Consider the

necessary system of requirements for the teachers’ speech. To emphasize the need of certain

business and moral qualities of those running the pedagogical activity.

COURSE CONTENT:

Present requirements for examination and evaluation of educational activities. Formality

and methodic in Educational activities. Content and meatiness of the educational

activities.Understanding the need for interaction of education - education and ways to

implement. Development as a process of self alter.Clarify of conditions that is suitable for

implementing different approaches to knowledge acquisition. Learning of doing activity in the

course of action. Terms of creative organization in the educational process. Creativity testing

and stimulating evaluation of educational activities.




PSYCHODIAGNOSTICS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

ECTS credits: 3

Weekly workload: 10. + 5 pr. ex.




Faculty Philosophy

Lector:

Assoc. Prof. Ivanka Asenova, PhD

Email: asenova_iva @swu.bg

ANNOTATION:

The course “Psychodiagnostics of children with special educational needs” includes the

following content modules:

1) Psychology of children with special educational needs - status specific and

development of cognitive, emotional and personal sphere in the different categories of children

with special educational needs,

2) Introduction to psychodiagnostic in development disorders - Basic concepts, general

principles, basic methods. Specificity of psychodiagnostics of children with special educational

needs. Methods for investigation of in development disorders,

3) Main application areas of psychodiagnostics of children with special educational

needs - sensory and motor functions, cognitive functions, pre academic and academic skills,

social interactions, family functioning.

COURSE CONTENT:

Parameters of disontogenesis. General and specific patterns of anomalous

development. Theoretical concepts of the category “children with special educational

needs”. General criteria for determining the population of pupils with special educational

needs. Categorization of children with special educational needs. Psychological and pedagogical

characteristics of the different categories of children with special educational needs, tasks and

subject of psychodiagnostics of development disorder. Basic principles for the study of

development disorders. Methods for investigation of development disorder, history, somatic,

neurological and mental status, discussion, observation, work products, standardized and nonstandardized

tests, and others. Examination of sensory and motor functions and diagnose their

disorders. Study of gnosis and praxis development. Study of social interaction and family

functioning. Diagnosis of generalized development disorder. Study of language and speech

functions. Diagnosis of developmental language deficits. Research on memory, attention and

intelligence and diagnosis of their deficits. Study of language and speech functions. Study of

social interaction and family functioning. Diagnosis of generalized development disorder.




ORGANIZATION AND CONDUCTING OF PSYCHOLOGICAL AND PEDAGOGICAL

EXPERIMENT

ECTS credits: 3





Faculty Philosophy

Lector:

Prof. Stanislava Stoianova, PhD

Email: avka @swu.bg

ANNOTATION:

The course includes: disclosure of the need for the implementation of psychological and

pedagogical experiments, their types, requirements for the content, organization and conducting

experiments regarding age, as well as developing skills for psychological and pedagogical

experimentation.

COURSE CONTENT:

Nature, objectives and tasks of psychological and pedagogical experiment. General

requirements for the organization of psychological and pedagogical experiment. Normative

criteria in implementation of psychological and pedagogical experiment. Professional

preparedness of the psychologist to organize and implement psychological and pedagogical experiment.

Found of psychological and pedagogical experiment. Peculiarities in early and

preschool childhood and in junior and high school age, in puberty and during adolescence.

Formative psychological and pedagogical experiment. Nature and specifications in

organization and its implementation in different age periods. Anticipatory psychological and

pedagogical experiment. Nature and specifications in organization and its implementation in

different age periods. Forms for popularization and implementation of results of psychological

and pedagogical experiment.



development. Formation of evaluation is: Control during education and w

VALUES IN TEACHERS WORK

ECTS credits: 3





Faculty Philosophy

Lector:



ANNOTATION:

The course focuses on enriching students with leading work values of modern teacher.

OBJECTIVES OF THE CURRICULUM

- To delineate values associated with the organization and implementation of education

- To learn the values that unite education with foster virtues in students

- To ensure the development of strength and capabilities of individuals.

COURSE CONTENT:

Students to learn that the two main activities - work and games, motivate students for

learning and cognitive activity and self-development. Awareness of students that in the activities

of students they experience satisfaction, exercise diligence, willed activity and productivity,

according to their capabilities. To form in students critical and evaluative attitude and socially

important personal criteria. In educational activities to provide more opportunities for students

to exhibit creativity in the optimal utilization of new knowledge and its application in various

conditions. Accordance between the needs of the individuals for support and assistance in

educating students. Through opportunities for students to work as desired, to create conditions

for development of talents. To be considered the typological peculiarities of the students during

education. Through the support of the positive qualities of students and to contribute freely to

their full socialization. Furthermore, individual expression of students to provide work in a team

and freedom to express what they think and feel.




PSYCHOLOGY OF THE SELF-IMAGE AT SCHOOL AGE

ECTS credits: 3





Faculty Philosophy

Lector:

Assoc. Prof. Maria Mutafova , Ph D


ANNOTATION:

The course “Psychology of the Self-image at school age” introduces students to the basic

theoretical formulations for the theoretical and practical importance of that discipline. Emphasis

is on school age because of the nature of the academic degree, the specificities of social,

psychological and pedagogical practice and the need for cognitive-motivational, including and

practical training.

COURSE CONTENT:

Self-concept as a scientific problem. Theoretical approaches. The problem of the selfimage

in psychology. Personality and self-concept. Self-concept as a cultural-historical

problem. Development of self-knowledge in the early years of ontogenesis.Child relationship

with the surrounding people. Self-esteem and Self-image. Self-image and personal

development. The problem of social Self-determination. Self-image and Selfesteem.

Psychological features of Self-image and the desired Self. Change and stability of Selfimage.

Formation of positive Self-image. Reflection - a complex component of consciousness.




STRATEGIES FOR ASSERTIVE BEHAVIOR

ECTS credits: 3





Faculty Philosophy

Lector:



ANNOTATION:

Strategies for assertive behavior are an important ingredient in the overall preparation of

students. Significant relationships and psychological conditions are revealed for assertive

behavior.

In this sense is the purpose of “Strategy for assertive behavior” course:

1. To learn strategies for assertive behavior.

2. Learning the strategies for assertive behavior updates problems connected with

interact in education.


learning but to create the ability to implement strategies for assertive behavior.

COURSE CONTENT:

Subject of strategies for assertive behavior. Reflexive listening and self

disclosure. Creating and maintaining trust and influence. Self improvement. Verbal components

of assertive behavior. Non-verbal components of assertive behavior. Strategies of

persuasion. Openness and empathy in self improvement. Openness and empathy in

improvement.




PSYHOLOGY OF INTERCULTURAL RELATIONSHIPS AT SCHOOL

ECTS credits: 3




Learning department of Psyhology

Faculty Philosophy

Lector:

Prof. Stanislava Stoyanova, PhD Department Psyhology


ANNOTATION:

The course in “Psychology of intercultural relationships at school” includes the following

modules of content: multiculturalism and values; ethnic identity, stereotypes, attitudes,

distances, experiences from interethnic contacts; friendships, conflicts and violence in school

environment.

The goals of the subject “Psychology of intercultural relationships at school” are: understanding

of valuable parameters of intercultural communication at school, maintenance of friendly

relationships in multicultural environment; improvement of skills for prevention from racial

violence and conflicts; study of ethnic stereotypes, attitudes, distances, and experiences from

interethnic contacts.

The subject “Psychology of intercultural relationships at school” is related to the social

psychology, ethno psychology, experimental psychology, etc.

COURSE CONTENT:

Multiculturalism. Values – typologies of Rokeach, Schwarz, and Hofstede. Social

norms. Social representations. Ethnic stereotypes. Ethnic attitudes and prejudices. Ethnic social

distances. Social experiences from interethnic contacts. Ethnic identity. Nationalism. Models of

acculturation. Intergroup and interpersonal conflicts. Violence at school. Friendly relations in

multicultural environment, tolerance. Diversity and education.


The contemporary technical equipment as multimedia, software, models, etc. is used for these

lectures.

The active students’ extra-curriculum activity represents the preparation and presentation of a

scientific research; conducting psychological studies; testing; summarizing of articles and book

chapters; essays on topics related to personal experiences and observations; case-studies.

The assessment of the students’ results is done accordingly to the ECTS. The rating on each

subject is formed at the end of the course on the basis of the rating of a written essay on a topic

discussed during the lectures and on the basis of the rating of the student’s extra-curriculum

activity.

Final grade calculation is done by using a 6-point rating scale: the rating 6 equals level A on

ECTS; the rating 5 equals level B on ECTS; the rating 4 equals level C on ECTS; the rating 3

equals level D on ECTS; the rating 2 equals level E on ECTS.

PSYCHOLOGY OF CONFLICTS AT SCHOOL

ECTS credits: 3





Faculty Philosophy

Lector:

Assoc. Prof. Rusanka Mancheva , PhD


ANOTATION

The course "Psychology of conflicts in the school '" is intended for students studying in

Master program "School Psychology" and includes content lectures and seminars.

The objectives of the course "Psychology of Conflict in School" are aimed at:

• clarification of basic concepts in conflictology;

• familiarize students with scientific approaches to disclosure of the conflict and its participants;

• familiarize students with the basic types of conflict and conflict situations in the educational

system;

• disclosure of separate party content etc. pedagogical conflicts;

• developing skills in students to intervene in conflict situations in school and opportunities to

influence their resolution.

31

In terms of content Course receives information from the knowledge that students have in

other scientific areas such as: Education, Educational Psychology, Psychology of childhood and

adolescence, psychodiagnostic, differential Psychology,

Psychology of deviant behavior, Counseling Psychology, psychotherapy, preventive psychology,

correctional psychology of youth work.

ching skills for working with inmates.

COURSE CONTENT:

Subject, object and tasks of conflictology as a science. Historical development of

conflictology as a science studying conflict behavior of people. Scientific theories, revealing

characteristics of conflict and conflict behavior of people. Pedagogical conflicts. Nature and

subject areas. Nature of conflict situation.Problem and conflict situations in school. Personal and

psychological aspects of the conflict situation.Participants in the conflict situations in school.

Psychological analysis of individual positions in conflict situations.Individual styles of behavior

in conflict situation. Diagnosis of typical ways of responding.Types of conflicts. Nature of

interpersonal conflicts. Possible solution in the school environment. Nature of interpersonal

conflict - management and resolution. Essence of intragroup conflict - management and

resolution. The intermediary role of the psychologist to resolve conflicts and conflict situations in

school.

TECHNOLOGY OF EDUCATION AND ASSESSMENT:

Education includes lectures and seminar exercises. Self study provides paper


The assessment of the students’ results is done accordingly to the ECTS. The rating on each subject is

formed at the end of the course on the basis of the rating of a written essay on a topic discussed during the

lectures and on the basis of the rating of the student’s extra-curriculum activity.

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