FF:PSMA023 Master's State Exam - Course Information

PSMA023 Master's State Exam

Extent and Intensity

0/0/0. 0 credit(s). Type of Completion: SZK (final examination).

Teacher(s)

prof. PhDr. Marek Blatný, DrSc. (lecturer)
doc. PhDr. Iva Burešová, Ph.D. (lecturer)
doc. PhDr. Jaroslava Dosedlová, Dr. (lecturer)
doc. PhDr. Jana Marie Havigerová, Ph.D. (lecturer)
doc. PhDr. Martin Jelínek, Ph.D. (lecturer)
Mgr. Helena Klimusová, Ph.D. (lecturer)
PhDr. Irena Komendová, Ph.D. (lecturer)
Mgr. Tatiana Malatincová, Ph.D. (lecturer)
PhDr. Katarína Millová, Ph.D. (lecturer)
prof. PhDr. Hana Přikrylová Kučerová, Ph.D. (lecturer)
doc. PhDr. Alena Slezáčková, Ph.D. (lecturer)
PhDr. Zuzana Slováčková, Ph.D. (lecturer)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
prof. PhDr. Mojmír Svoboda, CSc. (lecturer)
prof. PhDr. Tomáš Urbánek, Ph.D. (lecturer)
doc. PhDr. Lubomír Vašina, CSc. (lecturer)
PhDr. Dalibor Vobořil, Ph.D. (lecturer)

Guaranteed by

doc. PhDr. Iva Burešová, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Jarmila Valchářová
Supplier department: Department of Psychology – Faculty of Arts

Prerequisites

To participate in the Master’s State Exam, students must submit the Master’s thesis by the given deadline, submit a case history report, and obtain the required number of credits for compulsory and selective courses throughout their studies. The completion of the Master’s Degree programme requires the acquisition of a total of 120 credits minimum (93 “A” credits for compulsory courses and 27 “B” credits for selective courses).

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Psychology (programme FF, N-PSYCH_)

Course objectives

Master’s State Examination consists of two parts: Master’s thesis defence, and an oral exam. The oral exam includes the following subjects:
- General subject areas of psychology and methodology;
- Psychological assessment;
- *Consulting, counselling, educational, and school psychology;
- *Clinical psychology;
- *Work and organizational psychology.
(* Student chooses only one of these specialty areas.)
The oral exam part of the Master’s State Exam also includes a discussion about a case history report submitted by the student.

Learning outcomes

During the Master’s State Exam, students demonstrate their level of learning outcomes achieved throughout the studies.
The Master’s State Exam consists of three parts: 1) thesis defence; 2) examination of the student’s knowledge of general psychological science and methodology of psychology, psychological assessment, and one of the three specialty areas – consulting, counselling, educational and school psychology / clinical psychology / work and organizational psychology; 3) case history discussion.
The Master’s State Exam serves as a test of students’ acquired knowledge, skills and competences, i.e. the learning outcomes associated with courses related to the subjects listed in previous section. Specifically, students demonstrate that they are able to:
- Clearly summarize the main goals, procedures, results, findings, and limits of the research presented in their Master’s diploma theses and of the case histories presented in their submitted reports;
- Respond promptly and competently to the committee’s questions and comments related to the diploma thesis and the case history;
- Use and integrate different perspectives to define fundamental psychological phenomena and functions, and discuss their characteristics, types, and related key issues;
- Provide key information and critically discuss different approaches to psychological phenomena and potentially controversial or problematic issues from the historical perspective as well as from the perspective of the current state of knowledge;
- Name, describe (in terms of history, structure, administration procedure, scoring, and interpretation), critically discuss (in terms of theory, psychometric properties, applications, and limitations) and compare/contrast important psychological assessment tools and procedures;
- Propose and justify a suitable approach and procedures for addressing a specific hypothetical problem or task put forward by the committee.
In general, students are expected to demonstrate a deep knowledge of the field and possess essential academic and professional skills relevant to the profession of a psychologist.

Syllabus

• GENERAL SUBJECT AREAS OF PSYCHOLOGY AND METHODOLOGY
• Cognitive psychology, emotion, motivation and action
• 1. Subject matter and research methods of cognitive psychology
• Historical roots of cognitive psychology. The cognitive revolution in psychology. Areas of research in cognitive psychology. Methods of research in cognitive psychology. Cognitive science, cognitive neuroscience, and cognitive neuropsychology.
• 2. Perception
• Sensation vs. perception. Perceptual organization and the theory of Gestalt psychology. Types of perceptual constancy. Perception of size, depth, and movement. Color perception. Theories of perception: constructivist theory, the theory of direct perception, integrating theory. Object recognition. Disorders of perception.
• 3. Attention
• Attention and consciousness. Pre-conscious information processing and priming. Automatic processes. Habituation. Focused attention. Signal detection. Theories of attention. Attention deficit disorder.
• 4. Memory
• Methods of memory research. Traditional models of memory and memory structure. The model of working memory. Connectionist models. Memory processes: encoding, storage, retrieval. Theories of long-term memory. Episodic and semantic memory. Implicit memory and learning. Theories of forgetting and amnesia. Extraordinary memory capabilities. Autobiographical memory, flashbulb memories, eyewitness testimony.
• 5. Mental representation
• Definition of mental representation. Propositions and images. Schemas. The dual coding hypothesis. The proposition hypothesis. Models of mental representation. Mental manipulation of images. Concepts and categories, and the categorization process. Theories of categorization. Production and production system. Connectionist models.
• 6. Language and speech
• Properties of language. The perception of speech. Theories of word recognition. Semantics and syntax. Understanding the language: the processing of sentences, discourse, and narratives. Language acquisition and development. Nature versus nurture in language acquisition. Speech production. Basic processes in reading and writing. Language and thought.
• 7. Thinking, problem solving, and creativity
• Reasoning and deduction. The theory of reasoning. Inductive reasoning. Heuristics and biases. Problem solving. Types of problems and the problem-solving process. Contribution of Gestalt Psychology to problem solving theories. The problem space theory. The role of knowledge in problem solving, and expert decision-making. General approaches to creativity. Discoveries. Factors of creativity.
• 8. Cognitive development and intelligence
• General principles of cognitive development. Maturation and environmental factors. Cognitive development in adulthood. Approaches to intelligence and measurement of intelligence. Theories of intelligence. Artificial intelligence.
• 9. Motivation
• Motivational processes. The perspective of contemporary psychology on the issues of motivation of behavior. Key theories of motivation – similarities and differences. Basic concepts of motivation psychology (reflexes, drives, instincts, homeostasis, motivation, motives) in the context of relevant theories. Achievement motivation. Kurt Lewin’s field theory; attribution model; Zeigarnik effect; flow. The survival of the individual and the species. Regulation of food and fluid intake. Sexual and parental motives. Frustration. Strategies of coping with frustration. Theories addressing the issue of frustration. Properties of volitional processes. Properties of the will. The relationship between motivation and emotion.
• 10. Emotion
• Basic approaches to the study of emotion. Classical and modern theories of emotions. Basic theories of emotion – similarities and differences. Physiological basis of emotion. Psycho-physiological indicators of emotions. Instrumental methods for recording psycho-physiological correlates of emotion. Challenges, issues and approaches in emotion research. Classification of emotions in terms of intensity and time course, and from the ontogenetic and phylogenic perspectives. Generation of emotions.
• Literature:
• Anderson, J. R. (2014). Cognitive psychology and its implications. WH Freeman/Times Books/Henry Holt & Co.
• Atkinson, J, W., & Feather, N. T. (Eds) (1966). A theory of achievement motivation. New York: John Willey & Sons.
• Diamant,J. J., Černý, M., & Študent, V. (1969). Emoce. Praha: Státní pedagogické nakladatelství, 1969.
• Dweck, C. S. (1999). Self-theories: their role in motivation, personality, and development. Philadelphia: Psychology Press. xiii. ISBN 0-86377-570-5.
• Eysenck, M. W., & Groome, D. (Eds.). (2015). Cognitive Psychology: Revisiting the Classic Studies. Sage.
• Eysenck, M. W., & Keane, M. P. (2015). Cognitive psychology: a student's handbook. 7th ed. Taylor & Francis. ISBN 978-1848724167.
• Eysenck, Michael W. A handbook of cognitive psychology. London: Lawrence Erlbaum Associates, Publishers, 1984. ISBN 0-86377-016-9.
• Gavin, H. (1998). The essence of cognitive psychology. 1st pub. London: Prentice-Hall Europe, xi, 215 s. ISBN 0-13-796459-5.
• Kuhl, J. (1983). Motivation, Konflikt und Handlungskontrolle. Berlin: Springer-Verlag. ISBN 3-540-12423-3.
• Madsen, K. B. (1972). Teorie motivace: (srovnávací studie moderních teorií motivace). Praha: Academia.
• Madsen, K. B. (1979). Moderní teorie motivace. Praha: Academia.
• Nakonečný, M. (1996). Motivace lidského chování. Praha: Academia. ISBN 80-200-0592-7.
• Nakonečný, M. (2000). Lidské emoce. Praha: Academia. ISBN 80-200-0763-6.
• Niedenthal M. P., & Ric F. (2017). Psychology of Emotion: Interpersonal, Experiential, and Cognitive Approaches (Principles of Social Psychology). 2nd ed. Taylor & Francis. ISBN 978-1848725126.
• Plháková, A. (2007). Učebnice obecné psychologie. Praha: academia. ISBN 978-80-200-1499-3.
• Power, M. (2015). Cognition and emotion. 3rd ed. Routledge. ISBN 978-1848722682.
• Ryan, R. M. (Ed.). (2014). The Oxford handbook of human motivation. OUP.
• Smith, E. E., Kosslyn, S. M. (2013). Cognitive Psychology: Pearson New International Edition. Pearson Education Limited.
• Smith, Ch. P. (1992). Motivation and personality: handbook of thematic content analysis. New York: Cambridge University Press. xvi, 708 s. ISBN 0-521-40052-X. i
• Solso, R. L., Maclin, O. H., & MacLin, M. K. (2013). Cognitive Psychology: Pearson New International Edition. Pearson Higher Ed.
• Sternberg, R. J. (2002). Kognitivní psychologie. Praha: Portál, 2002. ISBN 80-7178-376-5.
• Strongman, K. T. (1996). The psychology of emotion: theories of emotion in perspective. 4th ed. Chichester: John Wiley & Sons. x, 255 s. ISBN 0-471-96619-3.
• Stuchlíková, I. (2007). Základy psychologie emocí. Praha: Portál.
• Švancara J. (1979). Emoce, city a motivace. Praha: Státní pedagogické nakladatelství.
• Thomae, H. (1963). Allgemeine Psychologie. Bd. 2, Motivation: Motivation. Göttingen: Verlag für Psychologie, 1965.
• Van Goozen S. H. M., Van de Poll, N. E., Sergean, J. A., & Hillsdale, N. J. (1994). Emotions: essays on emotion theory. Lawrence Erlbaum Associates, Publishers. ISBN 0-8058-1208-3.
• Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag. xi, 304 s. ISBN 3-540-96312-X.
• Methodology
• 1. Introduction to science. Different ways of acquiring knowledge. Science as subject-oriented, systematic, critical, and reproducible knowledge. Classification of research in psychology by purpose and design. Objectives of research in psychology – description, prediction, and explanation. Basic methodological concepts – theory, hypothesis, construct, operationalization, and variable. Basic research designs – experiment, quasi-experiment, and correlation studies. Specific research strategies, longitudinal and cross-sectional research.
• 2. Measurement in psychology. Indirect measurement of constructs; validity and reliability of instruments. Validity of research – validity of statistical procedures, construct validity, external and internal validity. Types of variables.
• 3. Qualitative and quantitative data. Types of scales . Descriptive and inductive statistics. The principle of falsification; hypothesis testing; null hypothesis in hypothesis testing ; Type I and Type II errors.
• 4. Research sample. Population vs. sample. Sampling procedures. Representativeness. Probability vs. non-statistical sampling. Sample size.
• 5. Causal interpretation of relationships. Mill's canons of induction. Experiment versus correlation study. Types of experimental designs related to the manipulation of independent variables. Simple and factorial experimental designs. Sources of threats to internal validity.
• 6. Between-subject experimental designs. Randomization and balancing. Design of control groups and control conditions in psychological research.
• 7. Within-subject experimental designs. Condition order, progressive, and transfer effects. Counter-balancing – complete and partial balancing, reverse balancing, and block randomization.
• 8. Quasi-experimental designs. Designs with non-equivalent control groups and multiple time-series designs. Threats to internal validity in quasi-experimental designs.
• 9. Correlational studies. Inference limitations of correlational studies. Confounding factors in correlational studies – spurious correlation, developmental sequence, hidden mediators, and double causes.
• 10. Ethical issues in psychological research. Participants’ deception; informed consent; anonymity; risk of harm; debriefing; scientific relevance of the study. Scientific misconduct – data fabrication and manipulation; plagiarism.
• 11. Research proposal. Structure of a research proposal – title, theoretical background and literature review, research objectives and hypotheses, methodology, discussion, references.
• 12. Differences between everyday and scientific knowledge. Comparison of qualitative and quantitative methodology.
• 13. Types of qualitative approaches. Participant and non-participant observation. Analysis of documents and materials. Characteristics of qualitative approaches.
• 14. Symbolic interactionism and related approaches. Pragmatism, realism, and constructionism. Ethnomethodology.
• 15. Foundations of and approaches to discourse analysis, Foucault’s legacy and psychology of discourse, limitations of obtained results.
• 16. Principles of and approaches to grounded theory research. Open, axial, and selective coding.
• 17. Phenomenology – goals and application in psychology.
• 18. Case studies in scientific research – types, issues and limitations.
• 19. Criteria of qualitative research evaluation.
• Literature:
• Bartholomew, D., Steele, F., Galbraith, J., Moustaki, I. (2011). Analysis of Multivariate Social Science Data. New York: Chapman and Hall/CRC.
• Disman, M. (2011). Jak se vyrábí sociologická znalost. Praha: Karolinum.
• Ferjenčík, J. (2010). Úvod do metodologie psychologického výzkumu. Praha: Portál.
• Gooodwin, C. J. (2010). Research in psychology: Methods and design. Hoboken, NJ: John Willey & Sons, Inc.
• Hendl, J. (2012). Přehled statistických metod zpracování dat. Praha: Portál.
• Kerlinger, F. N. (1970). Základy výzkumu chování. Praha: Academia.
• Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada.
• Weathington, B.L., Cunningham, C.J.L., & Pittenger, D.P. (2010). Research Methods for the Behavioral and Social Sciences. Hoboken, NJ: John Wiley & Sons, Inc.
• Willig, C. (2008). Introducing Qualitative Research in Psychology. Maidenhead, UK: Open University Press.
• Willig, C., & Rogers, W. S. (2017). The SAGE Handbook of Qualitative Research in Psychology. 2nd ed. SAGE Publication. ISBN 978-1473925212
• PSYCHOLOGICAL ASSESSMENT METHODS
• Theory of psychological assessment
• 1. Measurement in psychology – methodological problems
• 2. Psychometric and clinical approaches
• 3. Properties of psychometric methods; standards
• 4. Construction of psychological assessment methods
• 5. Item analysis procedures
• 6. Personal errors – objectivity and standardization
• 7. Stochastic errors – types of reliability
• 8. Constant errors – sources of validity
• 9. Errors of interpretation – normalization; normative, ipsative and interactive scores
• 10. Novel approaches in psychometrics – Item Response Theory
• Literature:
• American Educational Research Association, American Psychological Association, National Council on Measurement in Education (2001): Standardy pro pedagogické a psychologické testování. Testcentrum, Praha.
• Břicháček, V. (1978): Úvod do psychologického škálování. Psychodiagnostické a didaktické testy, n. p., Bratislava.
• Geisinger, K. F., Bracken, B. A., Carlson, J. F., et al. (2013). APA Handbook of Testing and Assessment in Psychology (3 Volume Set). American Psychological Association. ISBN 978-1433812279.
• Gould, S. J. (1998): Jak neměřit člověka. Pravda a předsudky v dějinách hodnocení lidské inteligence. Nakladatelství Lidové noviny, Praha.
• Hunt, M. (2000): Dějiny psychologie. Portál, Praha.
• Urbánek, T. (2002): Základy psychometriky. FF MU, Brno.
• Yin, Robert K. (2009). Case study research: design and methods. 4. vyd. Thousand Oaks: Sage Publications. ISBN 978-1-412-96099-1.
• Psychological assessment of adults
• 1. Non-standardized clinical methods (observation, interview, case history) and psychophysiological methods
• 2. Ability assessment tools – principles and overview. Tests of specific cognitive functions (memory, attention, creativity, etc.)
• 3. Tests of specialized abilities and skills (e.g. technical, artistic, verbal, or mathematic abilities). General knowledge tests
• 4. Unidimensional and multidimensional intelligence tests
• 5. Cognitive deficit assessment tools
• 6. Personality assessment (principles and overview)
• 7. Unidimensional self-report tools
• 8. Multidimensional self-report tools
• 9. Projective methods – principles and overview
• 10. Verbal projective methods
• 11. Drawing tests
• 12. Objective personality tests
• 13. Objective and subjective rating scales
• 14. Current trends in psychological assessment
• Literature:
• Svoboda, M. (ed.), Humpolíček, P., Šnorek, V. (2013). Psychodiagnostika dospělých. Portál: Praha.
• Svoboda, M. (1999). Psychologická diagnostika dospělých. Portál: Praha.
• Kondáš, O. a kol. (1992). Psychodiagnostika dospelých. OSVETA: Martin.
• Říčan, P., Ženatý, J. (1988). K teorii a praxi projektivních technik. Psychodiagnostické a didaktické testy: Bratislava.
• Stančák, A. (1996). Klinická psychodiagnostika dospelých. Psychoprof: Nové Zámky.
• Svoboda, M. (1992). Metody psychologické diagnostiky dospělých. CAPA: Praha.
• Šípek, J. (1996). Projekce a projektivní metody v psychodiagnostice. Propsy: Praha.
• Psychological assessment of children and adolescents
• 1. Special considerations in psychological assessment of children and adolescents
• 2. Non-standardized clinical methods (observation, interview, case history)
• 3. Developmental rating scales
• 4. Unidimensional and multidimensional intelligence tests
• 5. Tests of specialized abilities, knowledge and skills – overview and principles
• 6. Tests of specific cognitive functions (perception, attention, memory, etc.)
• 7. Assessment of motor skills, laterality, and speech
• 8. Assessment of readiness for school, social skills, and essential general knowledge
• 9. Neuropsychological assessment tools
• 10. Projective methods – principles and overview
• 11. Drawing techniques
• 12. Self-report assessment tools
• 13. Objective personality tests
• 14. Rating scales
• Literature:
• Garro, A. (2016). Early Childhood Assessment in School and Clinical Child Psychology. Springer. ISBN 978-1493963478.
• Koluchová, J., Morávek, S.: Psychologická diagnostika dětí a mládeže. Učební text UP Olomouc 1991.
• Říčan, P., Krejčířová, M. a kol.: Dětská klinická psychologie. Grada, Praha 1995, 1997, 2006.
• Říčan, P., Vágnerová, M. a kol.: Dětská klinická psychologie. Avicenum, Praha 1991.
• Stančák, A.: Klinická psychodiagnostika. Psychoprof, Nové Zámky 1996.
• Saklofske, D. H., Schwean, V. L., & Reynolds, C. R. (2013). The Oxford Handbook of Child Psychological Assessment (Oxford Library of Psychology). Oxford University Press. ISBN 978-0199796304.
• Svoboda, M. (ed.), Krejčířová, D., Vágnerová, M. Psychodiagnostika dětí a dospívajících. Portál, Praha 2001.
• Švancara, J. a kol.: Diagnostika psychického vývoje. Avicenum, Praha 1980.
• CONSULTING, COUNSELLING, EDUCATIONAL, AND SCHOOL PSYCHOLOGY
• Consulting and Counselling psychology
• PART I
• 1. Consulting and Counselling Psychology (CCP) as professional activity: Historical context of development psychological consulting and counselling; current trends in counselling
• 2. Relationships of CCP to other theoretical and applied fields of psychology; interdisciplinary overlaps
• 3. Goals, strategies and approaches in CCP; stages of the consulting/counselling process; risks, constraints and possible negative effects of counselling interventions
• 4. Systems-interaction approach and family therapy – basic concepts
• 5. Psychological assessment in CCP (diagnostic categories as the basis of specific professional interventions; relationships between psychological assessment and intervention)
• 6. Developmental speech disorders; normal and pathological speech development
• 7. Readiness for school attendance – assessment, laterality, and academic performance; academically relevant ability deficiencies; common causes of academic underachievement
• 8. Giftedness in children – definition; detection and assessment; epidemiology; psychological services for gifted children and their families
• 9. Learning disabilities – definition; detection and assessment; epidemiology; aetiology; prognosis; differential diagnosis; compensation options; procedures of special-needs educational intervention; psychological services for children with learning disabilities, their parents and teachers
• 10. Disorders of activity and attention (ADHD/ADD etc.) – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of individual disorders of activity and attention; comorbidity; principles of differential diagnosis; educational and therapeutic support and interventions
• 11. Intellectual disabilities – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of different degrees of intellectual disability; course of development and prognosis; comorbidity; differential diagnosis; psychological services for children with intellectual disabilities and their parents
• 12. Pervasive developmental disorders – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of individual pervasive developmental disorders; comorbidity; principles of differential diagnosis
• 13. Affective disorders in childhood and adolescence – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of individual disorders; diagnosis and therapeutic interventions
• 14. Environmental threats in child development – CAN syndrome; psychological care for children in pathological environments; consequences of psychological deprivation and subdeprivation; prevention; therapeutic interventions
• PART II
• 1. Marital and family counselling – changing perspectives on family and marriage; differences from previous generations
• 2. Components and processes in marital and family counselling (structure, dynamics, intimacy-autonomy, value orientation, communication).
• 3. The concept of family and its functions; comparison of dysfunctional and functioning couples and families
• 4. Disturbing and non-disturbing communication in couples and families
• 5. Developmental view of marital and family: transient and non-transitory crises and developmental stages; characteristics of the individual stages – risks and crises (transition to steady relationship, engagement, marriage, family with young children, etc.)
• 6. Stages of consulting/counselling/therapeutic interventions (including counselling contract issues); selected intervention strategies and tactics (in relation to different approaches and concepts)
• 7. Divorce consulting and counselling, therapy, and mediation (including the term "divorce potential")
• Basic literature:
• Kratochvíl, S. (1992). Manželská terapie. Hradec Králové, Nakladatelství Mach.
• Langmeier, J., Balcar, K., Špitz, J.: Dětská psychoterapie. Praha, Avicenum 1989, nebo Praha, Portál 2000.
• Lowman, R. L., & Cooper, S. E. (2017). The Ethical Practice of Consulting Psychology (Fundamentals of Consulting Psychology). American Psychological Association. ISBN 978-1433828096.
• Matějček, Z. (1993). Dyslexie – specifické poruchy čtení. Jinočany, Nakladatelství H&H.
• Matějček, Z. (1991). Praxe dětského psychologického poradenství. Praha, SPN.
• Matoušek, O. (1993). Rodina jako instituce a vztahová síť. Praha, Nakladatelství SLON.
• Novák, T., Šmolka, P. (2016). Manželské a rodinné poradenství. 2., aktual. vydání, Praha: Grada.
• Pešová, I., Šamalík, M. (2006). Poradenská psychologie pro děti a mládež. Praha: Grada Publishing.
• Plaňava, I. (1993). Funkční a dysfunkční soužití v rodině a manželství. SPFFBU, I 27.
• Procházka, R., Šmahaj, J., Kolařík, M., Lečbych, M. (2014). Teorie a praxe poradenské psychologie. Praha: Grada.
• Říčan, P., Vágnerová, M. a kol. (1991). Dětská klinická psychologie. Praha, Avicenum.
• Říčan, P., Krejčířová, D. a kol. (1995, 1997). Dětská klinická psychologie. Praha, Grada Publishing.
• Simon, F. B., Stierlin, H. (1993). Slovník rodinné terapie. Hradec Králové, Nakl. Konfrontace.
• Svoboda, M., Krejčířová, D., Vágnerová, M. (2001). Psychodiagnostika dětí a dospívajících. Praha, Portál.
• Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy. Praha, Nakladatelství Karolinum UK v Praze.
• Vágnerová, M., Klégrová, J. (2008). Poradenská psychologická diagnostika dětí a dospívajících. Praha, Nakladatelství Karolinum UK v Praze.
• Complementary literature:
• Dunovský J. a kol. (1999). Sociální pediatrie. Vybrané kapitoly. Praha, Grada Publishing.
• Freemanová, D. R. (1992). Manželská kríza. Martin, Vyd. Osveta.
• Matoušek, O., Kroftová, A. (1998). Mládež a delikvence. Praha, Portál.
• Možný, I. (1990). Moderní rodina – mýty a skutečnost. Brno, Blok.
• Nešpor, K., Csémy, L. (1996). Léčba a prevence závislostí. Příručka pro praxi. Praha, Psychiatrické centrum.
• Plaňava, I. (1986). Systémově-interakční paradigma rodiny. Psychológia a patopsychológia dieťata, 21, č. 2.
• Plaňava, I. (1992). Jak (to) spolu mluvíme. Brno, Vydavatelství MU.
• Plaňava, I. (1994). Jak se (ne)rozvádět. Praha, Grada.
• Pöthe, P. (1996). Dítě v ohrožení. Praha, Nakladatelství G plus G.
• Educational psychology
• 1. Educational psychology as a scientific field; methods in educational psychology
• 2. Psychology of learning; learning approaches and strategies; principles of learning
• 3. Learning styles; self-regulation of learning styles
• 4. Motivation towards learning
• 5. Academic success and failure
• 6. Psychological aspects of academic assessment, testing and grading of pupils' learning outcomes
• 7. Psychological aspects of evaluation anxiety
• 8. Creativity at school; creative students; creative teachers
• 9. Gifted children at school – identification of gifted pupils; approaches to working with talented children at school
• 10. Psychology of education and self-education; educational means
• 11. Teacher – teacher's personality and teaching style
• 12. Professional career and proficiency of a teacher
• 13. Prevention of teacher burnout syndrome
• 14. Relationships between teachers and pupils
• 15. Teacher-student communication
• 16. Special needs students – integration and inclusion; integration of children of foreigners in the Czech school; bilingualism
• 17. Academic load, stress, and effective coping strategies
• 18. Psychological analysis of educational difficulties in students
• 19. Active teaching approaches
• 20. Alternative approaches to education
• 21. Mobbing at school
• 22. Current issues and latest findings of educational psychological research
• 23. Foundations, aims and programmes of positive education
• School psychology
• 1. School psychology as a psychological discipline; subject and purpose of school psychology
• 2. History of school psychology and current situation in the Czech Republic and abroad; school psychologist societies; professional journals
• 3. School counselling centres – professional employees, competencies, and purpose
• 4. Profession of a school psychologist; ethical and legal considerations
• 6. Approaches and procedures in the work of a school psychologist
• 7. Career counselling
• 8. School climate and psychosocial climate of the class
• 9. Bullying in class; cyberbullying
• 10. School and family; relationship networks; parenting styles
• 11. Interactive primary prevention programmes
• Literature:
• Auger, M. T., Boucharlat, Ch. (2005). Učitel a problémový žák. Praha: Portál.
• Bartoňová, M. & Vítková, M. (2015). Inkluze ve školách jako interdisciplinární problém. Brno: Muni Press.
• Braun, R., Marková, D., Nováčková, J. (2014). Praktikum školní psychologie. Praha: Portál.
• Cangelosi, J. S. (2006). Strategie řízení třídy : jak získat a udržet spolupráci žáků při výuce. Praha: Portál.
• Čáp, J., Mareš, J. (2001). Psychologie pro učitele. Praha: Portál.
• Čapek, R. (2010). Třídní klima a školní klima. Vyd. 1. Praha: Grada.
• Fenstermacher, G. D., Soltis, J. F. (2008). Vyučovací styly učitelů. Praha: Portál.
• Fontana, D. (2003). Psychologie ve školní praxi. Praha: Portál.
• Gajdošová, E. (1998). Školský psychológ a jeho vstup do humanizácie našich škôl. Bratislava: Príroda.
• Gillernová, I., Krejčová, L. (2012). Sociální dovednosti ve škole. Praha: Grada.
• Gutkin, T. B. Reynolds, C. R. (eds.). (2008). The Handbook of School Psychology. New York: Wiley and Sons.
• Hříbková, L. (2009). Nadání a nadaní. Pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada Publishing.
• Knotová, D. a kolektiv (2014). Školní poradenství. Praha: Grada.
• Kyriacou, Ch. (2005). Řešení výchovných problémů ve škole. Praha: Portál.
• Hvozdík, J. (1986). Základy školskej psychológie. Bratislava: SPN.
• Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
• Mertin, V., Krejčová, L. (eds.). (2012). Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR.
• Moussová, Z. H. a kol. (2005). Pedagogicko-psychologické poradenství I. Vybrané problémy. Praha: UK v Praze – Pedagogická fakulta.
• Moussová, Z. H., Duplinský, J. a kol. (2002). Pedagogicko-psychologické poradenství II. Diagnostika. Praha: UK v Praze – Pedagogická fakulta.
• Moussová, Z. H. (2004). Pedagogicko-psychologické poradentsví III. Intervence. Praha: UK v Praze – Pedagogická fakulta.
• Průcha, J., Švaříček, R. (2009). Etický kodex české pedagogické vědy a výzkumu. Pedagogická orientace, Brno: ČSPd - Konvoj, 19, 2, 89-105.
• Říčan, P. (1995). Agresivita a šikana mezi dětmi: jak dát dětem ve škole pocit bezpečí. Praha: Portál.
• Sitná, D. (2009). Metody aktivního vyučování: spolupráce žáků ve skupinách. Praha: Portál.
• Štech, S., Zapletalová, J. (2013). Úvod do školní psychologie. Praha: Portál.
• Vágnerová, M. (1995). Psychologie problémového dítěte školního věku. Praha: Karolinum.
• Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy. Praha, Nakladatelství Karolinum UK v Praze.
• Vágnerová, M., Klégrová, J. (2008). Poradenská psychologická diagnostika dětí a dospívajících. Praha, Nakladatelství Karolinum UK v Praze.
• WORK AND ORGANIZATIONAL PSYCHOLOGY
• 1. History, current status and subject of work and organizational psychology
• 2. Psychology of work environment; workload
• 3. Genesis and development of organizations; definition of the organization in psychology
• 4. Mechanistic approaches to the organization (e.g. Weber, Taylor)
• 5. Hawthorne studies and the Hawthorne effect (Mayo)
• 6. Humanistic approaches to the organization (e.g. Maslow, McGregor)
• 7. Modernist approaches to the organization (e.g. Ouchi)
• 8. Postmodern approaches to the organization (e.g. Morgan, Clegg)
• 9. Organizational structure and organizational schemes
• 10. Organizational mission and goals
• 11. Psychology of unemployment
• 12. Organizational culture
• 13. Managerial functions, levels, and roles; personnel and human resource management
• 14. Personnel planning; job analysis
• 15. Employee selection/recruitment procedures
• 16. Assessment and development centres
• 17. Employees’ integration and adjustment process
• 18. Intellectual capital and knowledge management
• 19. Job evaluation and remuneration
• 20. Work and performance motivation; work satisfaction
• 21. Team work and team management
• 22. Managers’ personality and leadership styles
• 23. Conflict management in the workplace
• Literature:
• Armstrong, M. (2002). Řízení lidských zdrojů. Praha: Grada. 856 s. ISBN 80-247-0469-2.
• Arnold, J. (2016).Work Psychology: Understanding Human Behaviour in the Workplace, 6th ed. 6th Ed. Trans-Atlantic Publications. ISBN 978-1292063409.
• Arnold, J., & Randall, R. (2010). Work psychology : understanding human behaviour in the workplace. 5th ed. New York: Financial Times Prentice Hall. xxix, 814. ISBN 9780273711216.
• Baltus, R. K. (2000). Personal psychology for life & work. 5th ed. New York: Glencoe/McGraw-Hill. viii, 389. ISBN 0028042948.
• Bělohlávek, F. (1996). Organizační chování: jak se každý den chovají spolupracovníci, nadřízení, podřízení, obchodní partneři či zákazníci. 1. vyd. Olomouc: Rubico. 343 s. ISBN 80-85839-09-1.
• Hroník, F.. (2005). Poznejte své zaměstnance: vše o Assessment Centre. 2. vyd. Brno: ERA. xii, 370 s. ISBN 8073660202.
• Hroník, F.. (1999). Jak se nespálit při výběru zaměstnanců: podrobný průvodce výběrovým řízením. Vyd. 1. Brno: Computer Press. 311 s. ISBN 80-7226-161-4.
• Koubek, J. (2006). Personální řízení 2. Vyd. 2. V Praze: Oeconomica. 136 s. ISBN 8024510227.
• Korunka, Ch., & Kubicek, B. (2017). Job Demands in a Changing World of Work: Impact on Workers' Health and Performance and Implications for Research and Practice. Springer. ISBN 978-3319546773
• Landy, F. J., & Conte, J. M. (2017). Work in the 21st Century: An Introduction to Industrial and Organizational Psychology. 5th ed. Wiley. ISBN 978-1118976272.
• Schein, E. H. (1969). Psychologie organizace. 1. vyd. Praha: Orbis. 161 s.
• Štikar, J. (2003). Psychologie ve světě práce. Vyd. 1. Praha: Karolinum. 461 s. ISBN 80-246-0448-5.
• Woods, S. A., & West, M. A. (2010). The psychology of work and organizations. Andover: South-Western/Cengage Learning. xviii, 598. ISBN 9781408018866.
• CLINICAL PSYCHOLOGY
• 1. Philosophical, theoretical and practical foundations of clinical psychology
• 2. Definition, subject, and history of clinical psychology
• 3. Human individual in health and illness
• 4. Psychological defence mechanisms
• 5. Personality disorders
• 6. Human emotion in clinical psychology
• 7. Introspection
• 8. Methodology of clinical psychology – approaches and issues
• 9. Biological intervention procedures
• 10. Fundamentals of psychopharmacotherapy
• 11. Substance use and addiction
• 12. Medical psychology
• 13. Health psychology
• 14. Anxiety disorders
• 15. Fear and phobias
• 16. Depression
• 17. Burnout syndrome; workoholism; chronic fatigue syndrome
• 18. Eating disorders
• 19. Sexual disorders
• 20. Psychosomatic disorders
• Literature:
• Barlow, D. H. (2014). The Oxford Handbook of Clinical Psychology, Oxford Library of Psychology. 978-0199328710.
• Baštecká a kol. (2003): Klinická psychologie v praxi. Portál, Praha.
• Baštecký a kol.(1993): Psychosomatická medicína.Grada, Praha.
• Heretik, A., Heretik, A. Jr. a kol. (2007): Klinická psychológia. Psychoprof, Nové Zámky.
• Kazarian, S. S., & Evans, D. R. (1998). Cultural Clinical Psychology: Theory, Research, and Practice. Oxford University Press. ISBN 78-0195109467.
• Lambert, M. J. (2013). Bergin and Garfield's Handbook of Psychotherapy and Behavior Change. 6th ed. Wiley. ASIN: B00CEVR2A4
• Praško a kol. (2003): Poruchy osobnosti. Portál, Praha.
• Říčan, P., Krejčířová, D. (1997): Dětská klinická psychologie. Grada, Praha.
• Scaturo, D. J. (2005). Clinical Dilemmas in Psychotherapy: A Transtheoretical Approach to Psychotherapy Integration. American Psychological Association. ASIN: B00D2DKZP2
• Smolík, P. (2002): Duševní a behaviorální poruchy. Maxdorf, Praha.
• Vašina, L. (2008): Základy psychopatologie a klinické psychologie. IMS-Bonny Press, Brno.
• Vašina, L. (2011): Vademecum psychologie clinicae. IMS-Bonny Press, Brno.
• Vorlíček, J. et al. (1998): Paliativní medicína. Grada-Avicenum, Praha.
• Vymětal, J. (2003): Lékařská psychologie. Portál, Praha.
• Weiss, P. et al. (2010): Sexuologie. Grada, Praha.
• Psychopathology and Psychiatry
• 1. Introduction to psychiatry; position of psychiatry in the system of medical sciences; classifications of mental disorders
• 2. Perception deficits and abnormalities
• 3. Deficits and abnormalities of attention, memory, and intellect
• 4. Deficits and abnormalities of affect and emotional experience
• 5. Deficits and abnormalities of thought and speech
• 6. Pathological behaviours (including disorders of self-preservation and sexual instincts)
• 7. Deficits and abnormalities of consciousness and personality integrity
• 8. Affective disorders: etiology, pathogenesis, clinical profiles, and treatment
• 9. Schizophrenia and other psychotic disorders: etiology, pathogenesis, clinical profiles, and treatment
• 10. Eating Disorders
• 11. Mental and behavioral disorders induced by the effect of psychoactive substances
• 12. Gerontopsychiatry
• 13. Neurological disorders associated with cognitive deficit and other psychological symptoms
• 14. Personality disorders
• 15. Pedopsychiatry; hyperkinetic syndrome
• 16. Neurotic, stress-related, and somatoform disorders
• 17. Psychological examination for different types of diagnoses
• 18. Legal status of the mentally ill; ethical issues in psychiatry
• Literature:
• Davey, G. C. (2014). Psychopathology: Research, Assessment and Treatment in Clinical Psychology. BPS Textbooks in Psychology. 2nd ed. Wiley. ISBN 978-1118659335.
• Dörner, K., Plog, U. (1999). Bláznit je lidské. Praha: Grada.
• Höschl, C., Libiger, J., Švestka, J. (2002). Psychiatrie. Praha: Tigis.
• Maddux, J. E., & Winstead, B. A. (2015). Psychopathology: Foundations for a Contemporary Understanding. 4th ed. Taylor & Francis. ISBN 978-1138019515.
• Orel, M. (2016). Psychopatologie. Nauka o nemocech duše. 2 vyd. Praha: Psyché.
• Raboch, J., Zvolský, P. et al. (2001). Psychiatrie. Praha: Galén.
• Smolík, P. (2002). Duševní a behaviorální poruchy: průvodce klasifikací, nástin nozologie, diagnostika. 2. revid. vyd. Praha: Maxdorf. 506 s.
• Svoboda, M., Češková, E., & Kučerová, H. (2015). Psychopatologie a psychiatrie pro psychology a speciální pedagogy. Praha: Portál. 320 stran. ISBN 80-7367-154-9.
• Vágnerová, M. (2002). Psychopatologie pro pomáhající profese. Variabilita a patologie lidské psychiky. Praha: Portál. ISBN 80-7178-678-0.
• Psychotherapy
• 1. Historical overview and ethical issues
• 2. Psychoanalysis
• 3. Adlerian and Jungian psychotherapy
• 4. Contemporary approaches based on psychoanalysis and dynamic psychotherapy
• 5. Anthropological psychotherapy (existential analysis, daseinanalysis) and client-oriented psychotherapy
• 6. Transactional analysis and strategic (communicative) psychotherapy
• 7. Behavioral psychotherapy
• 8. Hypnotherapy
• 9. Rational and empathic psychotherapy
• 10. Relaxation and imagery techniques
• 11. Techniques of cognitive-behavioral psychotherapy (CBT)
• 12. Abreaction techniques
• 13. Group psychotherapy, group dynamics, and group leadership; group psychotherapy techniques; psychodrama; “psychogymnastics” (pantomime-based techniques)
• 14. Art therapy; music therapy; bibliotherapy; dramatherapy
• 15. Therapeutic community
• 16. Family therapy
• 17. Psychotherapy in medicine
• 18. Research in psychotherapy
• Literature:
• Gelo O. C.G., Pritz, A., & Rieken, B. (2015). Psychotherapy Research: Foundations, Process, and Outcome. Springer. ISBN 978-3709113813.
• Kratochvíl, Stanislav (1995). Skupinová psychoterapie v praxi. 1. vyd. Praha: Galén. 329 s. Obsahuje bibliografii. ISBN 80-85824-20-5.
• Kratochvíl, Stanislav (1979). Terapeutická komunita. Praha: Academia.
• Kratochvíl, Stanislav (2000). Manželská terapie. 3. rozš. vyd. Praha: Portál, 255 s. Obsahuje bibliografii. ISBN 80-7178-332-3.
• Kratochvíl, Stanislav (2017). Základy psychoterapie. 7. vyd. Praha: Portál, 408 s. ISBN 978-80-262-1227-0.
• Leuner, H. (1997). Katatymní prožívání obrazů: studijní texty k psychoterapii: základní stupeň, úvod do psychoterapie, technikou denního snu: seminář. 1. vyd. V Brně: Masarykova univerzita. 209 s. ISBN 80-210-1677-9.
• Možný, I., & Praško, J. (1999). Kognitivně-behaviorální terapie: úvod do teorie a praxe. Vyd. 1. V Praze: Triton. 304 s. ISBN 80-7254-038-6.
• Murdoch, D., & Barker, P. (1996). Základy behaviorální terapie: studijní texty k psychoterapii. 1. vyd. Brno: Vydavatelství Masarykovy univerzity. 153 s. ISBN 80-210-1290-0.
• Rogers, C. R. (1998). Způsob bytí: klíčová témata humanistické psychologie z pohledu jejího zakladatele: A way of being (Orig.). Translated by Jiří Krejčí. Vyd. 1. Praha: Portál. 292 s. ISBN 80-7178-233-5.
• Satir, V. (1994). Kniha o rodině. Praha: Práh. ISBN 80-901325-0-2.
• Simon, F. B., & Stierlin, H. (1995). Slovník rodinné terapie: přehled, kritika a integrace systémově terapeutických pojmů, konceptů a metod. Hradec Králové: Konfrontace. ISBN 80-901773-1.
• Syřišťová, E. (1989). Skupinová psychoterapie psychotiků a osob s těžším somatickým postižením. Praha: Avicenum.
• Vymětal, J. (2003). Úvod do psychoterapie. 2., aktualiz. vyd. Praha: Grada Publishing. 262 s. Psyché. ISBN 80-247-0253-3.
• Vymětal, J. (2007). Speciální psychoterapie. 2. vyd., Praha: Grada.
• Vymětal, J. a kol. (2004). Obecná psychoterapie. 2.vyd. Praha: Grada.
• Zeig, J. K. (2006). Umění psychoterapie. Praha: Portál.
• Psychotherapy of children
• 1. Child vs. adult psychotherapy – similarities and differences
• 2. Objectives of psychotherapy
• Three categories of goals (problem-focused; enhancement of overall psychological adaptability; goals related to the developmental pathway of a child)
• 3. Stages of the therapeutic process
• Stages of therapy: Reprocessing, reconstruction, re-use, resolution (content, level of understanding, and strategies at different stages)
• 4. Catalysts of (i.e. tools used in) the therapeutic process
• 5. Creating a therapeutic environment – psychological safety and the therapeutic relationship (focus on the child, security and comfort, respect, touch, use of metaphors and symbols, transference, expression of empathy and understanding)
• 6. Means and levels of explanation (focus on patterns; clarifying questions; identification of sources of emotion; catharsis; “as-if” explanations; interpretations)
• 7. Internalization as a therapeutic tool
• 8. Projective identification (defensive mechanism vs. therapeutic technique)
• 9. Incorporation of defence mechanisms, symptoms, and resistance
• 10. Play therapy
• Three objectives of play (self-development; internal psychological purposes; maturation-enhancement functions) and therapeutic functions of play (self-expressive vs. healing functions)
• Play techniques in different psychotherapeutic approaches and schools (psychodynamic; relational/client-oriented; behavioural; structure- and relaxation-focused)
• 11. Storytelling Techniques/Therapy
• Objectives of storytelling (culture-, family- and child-focused)
• Story types at different stages of therapy (basic features and content); the therapist’s story
• Storytelling techniques in different psychotherapeutic approaches and schools
• 12. Techniques of art therapy
• Early pre-artistic expressions (precursor activities; chaotic venting; stereotypical activity; pictograms) vs. expressive art
• Purpose of art-therapeutic techniques (assessment, abreaction, growth)
• Product interpretation (process, style, content)
• Art-related techniques in different psychotherapeutic approaches and schools (psychodynamic approaches; expressive art therapy)
• 13. Approaches in family therapy
• Therapy of the family vs. family therapy
• Approaches based on developmental theories – Erikson and Duvall (developmental tasks within the individual’s and family’s life cycles; therapeutic activities and strategies)
• General Systemic approach (interdependence; boundaries; feedback; therapeutic activities and strategies)
• Psychodynamic theories – Freud, Wynne, and Lidz (collective family psyche; pseudo-mutuality; pseudo-hostility; rubber fences; marital schism and skew; therapeutic activities and strategies)
• Structural family therapy – Minuchin (boundaries – semi-permeable, rigid, enmeshed; subsystems – parental, offspring; scapegoat; family maps; therapeutic activities and strategies)
• Functional approach – Bowen and Toman (family emotional system; undifferentiated ego mass; differentiation of Self – pseudo-self vs. solid-self; genograms; family projections; emotional cutoff; multigenerational transmission process; family constellations; sibling position; therapeutic activities and strategies)
• Communication-based approaches – Bateson, Jackson, Lederer, Haley, Satir (double bind; equifinality; symmetrical and complementary relationships; dysfunctional communication; role of self-concept; family chronology; family sociograms; therapeutic activities and strategies)
• Literature:
• Baldwin, M., & Satir, V. (2012). Terapie rodiny krok za krokem podle Virginie Satirové. Praha: Portál. ISBN 978-80-262-0179-3.
• Brems, C. (2008). A Comprehensive Guide to Child Psychotherapy. 3rd ed. Mcgraw-Hill. ISBN 978-1577665564.
• Gjuričová, Šárka (2003). Rodinná terapie. Praha: Grada.
• Horney, A., & Lanyadoo, M. (2005). Psychoterapie dětí a dospívajících: psychoanalytický přístup. Triton. ISBN 80-7254-568-X.
• Hort, V., Hrdlička, M., Kocourková, J., Malá, E. a kol. (2000). Dětská a adolescentní psychiatrie. Praha: Portál.
• Jongsma, A. E., & Peterson, L. M. (2014). The Child Psychotherapy Treatment Planner: Includes Dsm-5 Updates. Rev. ed. Practiceplanners. ISBN 978-1118067857.
• Langmeier, J., Balcar, K., & Špitz, J. (2010). Dětská psychoterapie. 3. vyd. Praha: Portál.
• Oaklander, V. (2003). Třinácté komnaty dětské duše. Dobříš: Drvoštěp.
• Peseschkian, N. (1999). Příběhy jako klíč k dětské duši. Praha: Portál.
• Prochaska, J. O. (1999). Psychoterapeutické systémy. Praha: Grada.
• Rieger, Z., & Vyhnálková, H. (2001). Ostrov rodiny. Hradec Králové: Konfrontace.
• Trapková, L. (2004). Rodinná terapie psychosomatických poruch. Praha: Portál.

Literature

• Seznam literatury k jednotlivým zkušebním předmětům je uvedena v osnově.

Teaching methods

The content of the Master's State Exam is covered by the relevant compulsory courses taken throughout students' studies of Psychology.
Students are examined by a board (committee) of examiners.

Assessment methods

The Master’s State Exam consists of two separately graded parts: the Master’s thesis defence in front of a board of examiners, and an oral examination by a board of examiners.
To pass the Master’s State Exam, both of its parts must be completed with a passing grade. Each student receives a final grade from the Master’s State Exam in accordance with the grading scheme stipulated in art. 17 par. 1 of the MU Study and Examination Regulations.
The final grade for each part is determined by vote of the individual members of the State Exam Committee.

Language of instruction

Czech

Further Comments

Study Materials
The course is taught each semester.

• Enrolment Statistics (Spring 2020, recent)
  
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