Revalidation psychology

PS_W15; PS_U05 ;PS_U07, PS_U10

The aim of the course is to provide information about the process of revalidation of non-disabled persons, the psychological determinants of this process resulting from the type and degree of disability, the social perception of disabled people, mechanisms regulating adaptation to learning, life, work, psychological revalidation, learning and teaching. and psychological characteristics of selected types of disability.

The effect of education: it is the formation of the attitude of rational and theoretical understanding of the disabled person as an entity with the same rights of functioning in society.

Competence: knowledge of the discipline of rehabilitation psychology. Prerequisites: basic knowledge of psychological problems determining the developmental disabilities of people with disabilities.

Course contents:

Assessment methods: Writing an annual paper on a topic agreed with the student

Program content:

1 Disability - definition, definition

2. Revalidation, rehabilitation-forms and methods of interaction

3.Biological and psychological concepts of disability

4.Psychological situation of people with disabilities.

5.Disability as a trigger for frustration, pain, anxiety, stress, restriction of physical and mental activity.

6.The chronic illness and the psyche.

7.Psychological factors determining the behavior and rehabilitation of people with disabilities.

8.Psychological mechanisms of adaptation to disability, to community life, to work.

9. Acceptance of self and disability.

10.Simulating surrogates and stimulating preserved psychic and physical functions.

11.Develop and increase your own activity.

12. Psychological principles of rehabilitation

Compulsory reading:

1.A.Hulek (ed.); Revalidation pedagogy. Warsaw 1978

2.B.Wright; Psychological aspects of physical disability. Warsaw 1978

3.E.Levin, J.Garret; Psychological practice in rehabilitation of invalids. Warsaw 1972

4.J.Heflich-Piątkowska; Psychopathological problems in severe traumatic brain injury. Warsaw 1975

5.K.J.Zabłocki; Introduction to revalidation. Toruń 1998

6.K.J.Zabłocki, W. Brejnak (eds.); Selected problems of children and adolescents with special developmental needs in the education process. Warsaw 2004

7.St.Kowalik; Psychology of rehabilitation. Warsaw 2007

Additional literature:

8.Obuchowska (ed.); Child with disabilities in the family. Warsaw 1995

2. T. Witkowski; Understand the problems of people with disabilities. Warsaw 1993

3. K.J.Zabłocki; Autism. Płock 2002

4. K. Zablocki; Child with cerebral palsy in theory and therapy. Warsaw 2000

KJ Zabłocki, J. Placha; Pedagogy yesterday - today and tomorrow. Olecko 2003

5. K. Zabłocki, D.Gorajewska (ed.); Special pedagogy - continuation of tradition for the future. Warsaw 2004

6. Z. Łosiowski (ed.); A child with a disability. Selected neurodevelopmental disorders. Warszawa 1997, T.I

7.M.Borkowska (ed.); A child with a disability. Motion enhancement. Warsaw 1997, Vol

8. E. Mazz (ed.); A child with a disability. Education and teaching. T.III

Tłumacz Google dla Firm:Narzędzia dla tłumaczyTłumacz stron

Effects of teaching

Knowledge

A student will acquire knowledge on the causes, signs, and stages of a mental crisis and will be able to characterize the phases of crisis intervention.

Skills

A student will be able to recognize persons in the state of mental crisis and will be able to identify the need to give them help.

Competences

A student will be able to talk to persons in a mental crisis, including trauma survivors, and will be able to provide them with basic aid.

ECTS:

- participation in exercises (e-learning) - 24

- preparation for exercises (reading texts) - 10

- preparation for a test - 5

NUMBER OF ECTS – 2

Assessment criteria

Knowledge

- for a grade of 5: A student can explain very effectively what disability is and can also very well characterize the psychological situation of disabled person and describe how psychology (including positive psychology) can help these persons.

- for a grade of 4: A student can explain fairly effectively what disability is and can also fairly well characterize the psychological situation of disabled person and describe how psychology (including positive psychology) can help these persons.

- for a grade of 3: A student can explain, even if with some difficulty, what disability is and can also characterize, though with difficulty, the psychological situation of disabled person and describe how psychology (including positive psychology) can help these persons.

- for a grade of 2: A student cannot explain what disability is and ia also unable to characterize the psychological situation of disabled person or describe how psychology (including positive psychology) can help these persons.

Skills

- for a grade of 5: A student can use the acquired knowledge on disability and revalidation with great proficiency in the case of disabled persons in the sense that s/he can very accurately recognize the particular psychological problems of disabled persons and very effectively suggest efficient ways to provide psychological aid to those persons.

- for a grade of 4: A student can use the acquired knowledge on disability and revalidation with fairly well in the case of disabled persons in the sense that s/he can fairly accurately recognize the particular psychological problems of disabled persons and fairly effectively suggest efficient ways to provide psychological aid to those persons.

- for a grade of 3: A student can use, even if with much difficulty, the acquired knowledge on disability and revalidation in the case of disabled persons in the sense that s/he can, albeit with difficulty, recognize the particular psychological problems of disabled persons and suggest, though with difficulty, efficient ways to provide psychological aid to those persons.

- for a grade of 2: A student cannot use the acquired knowledge on disability and revalidation in the case of disabled persons in the sense that s/he is unable to recognize the particular psychological problems of disabled persons or to suggest efficient ways to provide psychological aid to those persons.

Competences

- for a grade of 5: A student knows how to talk with great consideration to disabled persons, is able to recognize very well their problems and needs, and can engage in basic revalidation in the case of disabled persons with great proficiency.

- for a grade of 4: A student knows how to talk with consideration to disabled persons, is able to recognize fairly well their problems and needs, and can engage in basic revalidation in the case of disabled persons with enough proficiency.

- for a grade of 3: A student knows how to talk to disabled persons, though with little consideration, is able to recognize fairly well, even if with difficulty, their problems and needs, and can engage in basic revalidation in the case of disabled persons with enough proficiency, though with difficulty.

- for a grade of 2: A student does not know how to talk to disabled persons, is unable to recognize their problems and needs, and is not able to engage in basic revalidation in the case of disabled persons.

Methods of assessment

Written examination (test – 15 single-choice questions)

-