Counseling and human development (wykład) - 2018/2019

Course description
General information
Lecturer:dr hab. Beata Jakimiuk
Organising unit:Faculty of Social Sciences - Instytut Pedagogiki
Number of hours (week/semester): 2/30
Language of instruction:English
Course objective
C1 – introduction to multi-dimensional issues concerning integral human development
C2 – acquaintance with the process of lifelong counseling, understood as sequence of educational activities supporting the development of sense of subjectivity in human life at any stage
Prerequisites
W1 – basic knowledge regarding general pedagogy
W2 – development psychology issues
Learning outcomes
KNOWLEDGE
1. student explains the issue, core and conditions of human development - K_W05;
2. student describes personalistic concept of a human - K_W04;
3. student knows basic terms connected with the counseling process - K_W13;
4. student describes areas of lifelong counseling activities - K_W10, K_W15, K_W16;

SKILLS
1. student analyses the core of human development - K_U02;
2. student can correctly deduce and realize connections between conditions of human development - K_U01;
3. student analyses the role of counseling regarding support to subjective human development - K_U10;
4. student designs counseling activities appropriate to age and situation of people in need - K_U03;

SOCIAL COMPETENCIES (ATTITUDES)
1. student jest oriented towards personal and professional development and understands the need of constant improvement of their competences - K_K01;
2. student is ready to take challenges regarding designing of counseling activities - K_K02;
3. student appreciates the significance of pedagogical science for integral development of a human being - K_K03;
4. student is convinced about the necessity of and ethical professional behaviour. - K_K05
Teaching method
traditional lecture, seminar, lecture with presentation, IT-supported teaching, discussion
Course content description
1. Human development as multi-dimensional and multidirectional life process.
2. Characteristics of development aspects and achievements at different life stages.
3. Personalistic concept of a human as basis for counseling.
4. Integral human development and its conditions.
5. Assumptions, definitions, goals and rules of counseling.
6. Characteristics of problems of people seeking for advice.
7. Counseling as supporting process to integral human development at different stages of life.
8. Competencies of a counselor. Cooperation of different environments and institutions regarding support of human subjectivity.
Forms of assessment
Grade
2
(W) - Student does not know terminology regarding theory of human development and counseling
(U) - Student cannot analyze theory of human development and counseling process
(K) - Student does not show commitment and engagement in the classes

3
(W) – Student knows know chosen terminology regarding theory of human development and counseling
(U) - Student can analyze some aspects of theory of human development and partially counseling process
(K) - Student understands the need to show commitment and engagement in the classes but does not show it often

4
(W) - Student knows most terminology regarding theory of human development and counseling
(U) - Student can analyze theory of human development and counseling process
(K) - Student shows commitment and engagement in the classes

5
(W) – Student knows all the terminology regarding theory of human development and counseling
(U) – Student can analyze theory of human development and design lifelong counseling process to support human subjectivity development
(K) – Student can organize their own work and cooperates with others
Required reading list
Basic bibliography
A. Kargulowa (2011), O teorii i praktyce poradnictwa, Warszawa, PWN.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001), What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, Vol. 38, No. 4 , 915-945 .
Hurst, B., & Reding, G. (2009). Professionalism in teaching (3rd ed.). Upper Saddle River, NJ: Pearson M Holland J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL, Psychological Assessment Resources.
IFL (2012). Professionalism. Education and training practitioners across further education and skills. London, Institute for Learning.
M. Dziewiecki (2003), Osoba i wychowanie : pedagogika personalistyczna w praktyce, Kraków, Rubikon.
Z. Wiatrowski (2009), Dorastanie, dorosłość i starość człowieka w kontekście działalności i kariery zawodowej, Radom, Wydawnictwo Naukowe ITE – PIB.
McClelland D. C. (1965). Toward a theory of motive acquisition. “American Psychologist” vol. 20(5).
Peterson Ch., Seligman M. E. P. (2004). Character strength and virtues. A handbook and classification. Oxford University Press, New York.

Additional bibliography

M. L. Savickas, (2005). The theory and practice of career construction. In S. D. Brown & R. T. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley.
J. H. Holland, (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
A. Solak (2004), Wychowanie chrześcijańskie i praca ludzka. Studium współzależności. Warszawa, Wydawnictwo UKSW.
A. Paszkowska-Rogacz (2002), Warsztat pracy europejskiego doradcy kariery zawodowej, Warszawa, KOWEZiU.
D. Pisula (2009), Poradnictwo kariery przez całe życie, Warszawa, KOWEZiU.
S. Chrobak (2009), Podstawy pedagogiki nadziei: współczesne konteksty w inspiracji personalistyczno-chrześcijańskiej, Warszawa, Wydawnictwo UKSW.
Field of study: Pedagogy
Course listing in the Schedule of Courses:
Year/semester:Year II - Semester 3
Number of ECTS credits: 4
Form of assessment: Grade
Year/semester:Year III - Semester 5
Number of ECTS credits: 4
Form of assessment: Grade
Field of study: Pedagogy
Course listing in the Schedule of Courses:
Year/semester:Year I - Semester 1
Number of ECTS credits: 4
Form of assessment: Grade
Year/semester:Year II - Semester 3
Number of ECTS credits: 4
Form of assessment: Grade