Diagnostics of individuals and educational environments 3401-PR1-SP-WR-DSWz
1.Diagnosis and diagnostics – term range.
2.Human as an object and subject of individual and social diagnosis
3.An individual and environment – interactions and interferences.
4.Basic diagnostic techniques.
5.Phases of diagnosis.
6.Behavioral, interactive and multilevel diagnosis – theoretical principles, methodical models, choice and use of tools.
7.Phases of constructing a reliable and accurate diagnostic tool.
8.Construction and use of L Pytko Social Maladjustment Scale.
9.Professional activities in sphere of diagnosis and socio-educational work with ill-functioning family.
10.Diagnosis of child’s social situation in peer group.
11.Measurement of social climate of education, protective and corrective institutions.
12.Projection diagnostics – use.
13.Diagnosis and evaluation relations.
Course coordinators
Type of course
Mode
Prerequisites (description)
Learning outcomes
The skill of multi-level recognition of the given status (in regard to functioning of individuals, groups, institutions or environments), forecasting its development tendencies and projecting appropriate actions (preventive, tutorial, educational, therapeutic or re-socialization) based on the general methodology and theory regularities.
Assessment criteria
continuous assessment, final written assessment, attendance control
Bibliography
Agresja w szkole. Diagnoza i profilaktyka, (red.) Ostrowska K., Libiszowska-Żółtkowska M., Warszawa 2008.
Jarosz E., Wysocka E., Diagnoza psychopedagogiczna, podstawowe problemy i rozwiązania, Warszawa 2006.
Wysocka E., Diagnoza w resocjalizacji, Obszary problemowe i modele rozwiązań w ujęciu psychopedagogiczny, Warszawa 2008.
Pedagogika społeczna, (red.) Pilch T., Lepalczyk I., Warszawa 1995.
L. Pytka, Pedagogika resocjalizacyjna, Warszawa 2001.
Zaburzenia rozwojowe dzieci krzywdzonych emocjonalnie, (red.) Iwaniec D., Szmagalski J., Warszawa 2005.