Faculty of Philosophy / PSYCHOLOGY / PRACTICE I
| Course: | PRACTICE I/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6781 | Obavezan | 1 | 3 | 0+5+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | |
| Aims | The goal of studying this subject is for students to familiarize themselves with sources of information about a child, to understand how to apply specific tests, to analyze the obtained results, and based on that, to assess the strengths and weaknesses of an individual. |
| Learning outcomes | After passing this exam, students will be able to: Apply the Goodenough-Harris test and analyze the obtained results. Apply the Color Progressive Matrices test and analyze the obtained results. Apply REVISK and analyze the obtained results. Apply JEPQ and analyze the obtained results. Compile a child dossier and consolidate key information. Based on all collected information, recognize individual strengths and weaknesses, as well as provide recommendations for further action. |
| Lecturer / Teaching assistant | Ljiljana Bogdanović |
| Methodology | Lectures (theory), practical work through test examples, evaluation, and hands-on work with children |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Data Collection Techniques on the Psychophysical Development of a Child |
| II week lectures | |
| II week exercises | Goodenough- Harris test- Basic Characteristics |
| III week lectures | |
| III week exercises | Goodenough- Harris test- Evaluation, Exercise, and Examples |
| IV week lectures | |
| IV week exercises | Goodenough- Harris test- Results Analysis, Exercise, and Examples |
| V week lectures | |
| V week exercises | Color Progressive Matrices Test - Basic Characteristics and Evaluation |
| VI week lectures | |
| VI week exercises | Color Progressive Matrices Test - Results Analysis, Exercise, Examples |
| VII week lectures | |
| VII week exercises | REVISK - Basic Characteristics |
| VIII week lectures | |
| VIII week exercises | REVISK - Evaluation and Results Analysis |
| IX week lectures | |
| IX week exercises | REVISK - Exercise, Examples |
| X week lectures | |
| X week exercises | JEPQ - general characteristics |
| XI week lectures | |
| XI week exercises | JEPQ - Evaluation and Results Analysis |
| XII week lectures | |
| XII week exercises | JEPQ exercises, examples |
| XIII week lectures | |
| XIII week exercises | Sociometric techniques |
| XIV week lectures | |
| XIV week exercises | Writing a case study - other data sources and examples |
| XV week lectures | |
| XV week exercises | Case Study Presentation |
| Student workload | Weekly 6 credits x 40/30 = 8 hours Structure: 1 hour lecture 5 hours of exercises 2 hours of independent work, including consultations During the semester: Teaching and final exam: 8 hours x 16 = 128 hours Necessary preparations before the start of the semester (administration, enrollment, verification) 2 x 8 hours = 16 hours Total workload for the course 6x30 = 180 hours Additional work for exam preparation in the re-examination period, including taking a re-exam, amounts to 36 hours Load structure: 128 hours (Teaching) + 16 hours (Preparation) + 36 hours (Additional work) |
| Per week | Per semester |
| 3 credits x 40/30=4 hours and 0 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 5 excercises -1 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
4 hour(s) i 0 minuts x 16 =64 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 4 hour(s) i 0 minuts x 2 =8 hour(s) i 0 minuts Total workload for the subject: 3 x 30=90 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 18 hour(s) i 0 minuts Workload structure: 64 hour(s) i 0 minuts (cources), 8 hour(s) i 0 minuts (preparation), 18 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend practical exercises to learn how to administer tests and analyze the obtained results. Additionally, students are obligated to write a case study. |
| Consultations | Once a week |
| Literature | 1. Ignjatović, T. ; Vujanić, Lj. ; Radoš, K. (1997.): Priručnik za Gudinaf-Haris test crtanja ljudske figure, Društvo psihologa Srbije, Centar za primenjenu psihologiju, Beograd 2. Raven, J.C. Uputstvo za korišćenje progresivnih matrica u boji Mikloš Biro (1997.): 3.Priručnik za REVISK, deo II, Centar za primenjenu psihologiju, Društvo psihologa Srbije 4. Andreja Brajša-Žganec i K. Matešić: Zagrebačke norme za Eysenckov upitnik ličnosti za djecu (Junior EPQ). Jastrebarsko: Naklada Slap, 1998., 44 str. |
| Examination methods | Writing a Case Study |
| Special remarks | Descriptive evaluation for dossier completion - passed or not passed |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF CHILDREN WITH SPECIAL NEEDS
| Course: | PSYCHOLOGY OF CHILDREN WITH SPECIAL NEEDS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6775 | Obavezan | 1 | 4 | 2+1+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | no |
| Aims | Students will be able to gain knowledge and sensitivity about the psychological and social aspects of the various disabilities that are important for the development of professional attitude in the helping professions. Students will be able to understand the reactions to disability, the process of adaptation to disability, psychological effects of disability on the individual and family, public reactions to disability and persons with disabilities. Introducing students to the concepts of giftedness, various aspects of the phenomenon of talent, process of talent identification and education of talented individuals. |
| Learning outcomes | After the student passes the exam, will be able to: 1. Know the different theoretical models of disability 2. Know basic concepts of inclusive education of children with special needs 3. Conquers basic knowledge of child development with various forms of disability 4. Conquers basic knowledge about different aspects of the phenomenon of giftedness, identification procedures and programs of education of gifted people 5. Understand the process of personal and family psychosocial adaptation to disability or giftedness family member 6. Develop an awareness of their own feelings and attitudes toward people with disabilities 7. Will gain an understanding of constructive ways of looking at life with a disability or giftedness |
| Lecturer / Teaching assistant | Full professor Ivona Milačić Vidojević, assistant Jovana Jovović |
| Methodology | Lectures, exercises |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Disability models |
| I week exercises | Role-playing, simulation of different types of disability |
| II week lectures | The stigmatization and discrimination against persons with disability |
| II week exercises | Visiting an institution for persons with disabilities, getting to know the organization and work in it |
| III week lectures | Psychosocial effects of disability on the individual and the process of adaptation |
| III week exercises | Discussion with a parent who has a child with a disability |
| IV week lectures | Psychosocial effects of disability on the family |
| IV week exercises | Interview with a person with a disability |
| V week lectures | Development of the children in the context of disability –A child with intellectual disability |
| V week exercises | Watching a movie showing a person with ID and critical assessment of psychological themes in the film |
| VI week lectures | A child with autistic spectrum disorder |
| VI week exercises | Watching a movie showing a person with autistic spectrum disorder |
| VII week lectures | A child with physical disability |
| VII week exercises | Watching a movie showing a person with physical disability |
| VIII week lectures | A child with a hearing impairment |
| VIII week exercises | Watching a movie showing a person with hearing impairment |
| IX week lectures | A child with a visual impairment |
| IX week exercises | Watching a movie showing a person with visual impairment |
| X week lectures | Concept and phenomenon of giftedness |
| X week exercises | Discussion with teachers in music school, about the persons who are musically gifted |
| XI week lectures | Nature and development of giftedness |
| XI week exercises | Discussion with parents who have a gifted child |
| XII week lectures | Socio-emotional characteristics of gifted persons |
| XII week exercises | Discussion with person who is music / art / talented |
| XIII week lectures | Identification of gifted persons |
| XIII week exercises | Discussion with a counselor who works with talented people |
| XIV week lectures | Education of gifted persons |
| XIV week exercises | Discussion with teachers about the education of gifted persons |
| XV week lectures | Giftedness and disability |
| XV week exercises | Watching a movie showing a person who is talented, critical assessment of psychological themes in the film |
| Student workload | 1 hour 30 min of lectures , 45 minutes of exercises weekly |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly and to participate in debates |
| Consultations | After the lectures |
| Literature | Altaras, A. (2006). Darovitost i podbacivanje (selected chapters). Pančevo-Beograd: Mali Nemo, Institut za psihologiju i Centar za primenjenu psihologiju. Maksić, S. B. (2009). Darovito dete u školi (drugo izdanje) (selected chapters). Beograd: Zavod za |
| Examination methods | Two tests with 20 points , excercise 10 points, final exam 50 points. |
| Special remarks | no |
| Comment | no |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF CHILDREN WITH SPECIAL NEEDS
| Course: | PSYCHOLOGY OF CHILDREN WITH SPECIAL NEEDS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6775 | Obavezan | 1 | 4 | 2+1+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | no |
| Aims | Students will be able to gain knowledge and sensitivity about the psychological and social aspects of the various disabilities that are important for the development of professional attitude in the helping professions. Students will be able to understand the reactions to disability, the process of adaptation to disability, psychological effects of disability on the individual and family, public reactions to disability and persons with disabilities. Introducing students to the concepts of giftedness, various aspects of the phenomenon of talent, process of talent identification and education of talented individuals. |
| Learning outcomes | After the student passes the exam, will be able to: 1. Know the different theoretical models of disability 2. Know basic concepts of inclusive education of children with special needs 3. Conquers basic knowledge of child development with various forms of disability 4. Conquers basic knowledge about different aspects of the phenomenon of giftedness, identification procedures and programs of education of gifted people 5. Understand the process of personal and family psychosocial adaptation to disability or giftedness family member 6. Develop an awareness of their own feelings and attitudes toward people with disabilities 7. Will gain an understanding of constructive ways of looking at life with a disability or giftedness |
| Lecturer / Teaching assistant | Full professor Ivona Milačić Vidojević, assistant Jovana Jovović |
| Methodology | Lectures, exercises |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Disability models |
| I week exercises | Role-playing, simulation of different types of disability |
| II week lectures | The stigmatization and discrimination against persons with disability |
| II week exercises | Visiting an institution for persons with disabilities, getting to know the organization and work in it |
| III week lectures | Psychosocial effects of disability on the individual and the process of adaptation |
| III week exercises | Discussion with a parent who has a child with a disability |
| IV week lectures | Psychosocial effects of disability on the family |
| IV week exercises | Interview with a person with a disability |
| V week lectures | Development of the children in the context of disability –A child with intellectual disability |
| V week exercises | Watching a movie showing a person with ID and critical assessment of psychological themes in the film |
| VI week lectures | A child with autistic spectrum disorder |
| VI week exercises | Watching a movie showing a person with autistic spectrum disorder |
| VII week lectures | A child with physical disability |
| VII week exercises | Watching a movie showing a person with physical disability |
| VIII week lectures | A child with a hearing impairment |
| VIII week exercises | Watching a movie showing a person with hearing impairment |
| IX week lectures | A child with a visual impairment |
| IX week exercises | Watching a movie showing a person with visual impairment |
| X week lectures | Concept and phenomenon of giftedness |
| X week exercises | Discussion with teachers in music school, about the persons who are musically gifted |
| XI week lectures | Nature and development of giftedness |
| XI week exercises | Discussion with parents who have a gifted child |
| XII week lectures | Socio-emotional characteristics of gifted persons |
| XII week exercises | Discussion with person who is music / art / talented |
| XIII week lectures | Identification of gifted persons |
| XIII week exercises | Discussion with a counselor who works with talented people |
| XIV week lectures | Education of gifted persons |
| XIV week exercises | Discussion with teachers about the education of gifted persons |
| XV week lectures | Giftedness and disability |
| XV week exercises | Watching a movie showing a person who is talented, critical assessment of psychological themes in the film |
| Student workload | 1 hour 30 min of lectures , 45 minutes of exercises weekly |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly and to participate in debates |
| Consultations | After the lectures |
| Literature | Altaras, A. (2006). Darovitost i podbacivanje (selected chapters). Pančevo-Beograd: Mali Nemo, Institut za psihologiju i Centar za primenjenu psihologiju. Maksić, S. B. (2009). Darovito dete u školi (drugo izdanje) (selected chapters). Beograd: Zavod za |
| Examination methods | Two tests with 20 points , excercise 10 points, final exam 50 points. |
| Special remarks | no |
| Comment | no |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / CLINICAL ASSESSMENT 1
| Course: | CLINICAL ASSESSMENT 1/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6811 | Obavezan | 1 | 4 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | General psychopathology. Personality Psychology. |
| Aims | Acquiring knowledge on the subject, development, objectives, targets, clinical assessment. Determination of the identity of subjects and clinicians. Introducing the achievements, constraints and challenges the application of clinical assessment in different areas and circumstances ultra vires. |
| Learning outcomes | After passing this exam will be able to: 1. analyzing the tasks and objectives of the clinical evaluation in the context of instructions for psychological assessment; 2. The planning methodology of psychological testing depending on the purpose and intent psychologically estimates; 3. Explain the basic methodological concepts concerning the character of psychological data; 4. compare different paradigms clinical evaluation depending on the context of the assessment; 5. Prepare an adequate battery of psychological measurement instruments depending on the guiding questions that was asked a psychologist for the purpose of the clinical evaluation; 6. applies psychological interviews with respondents and evaluated within the same behavior of the respondents in the following areas: cognitive, affective and bihevijoralnom; . 7. organize, prepare, plan and conduct psychological testing of intellectual abilities of the subjects; 8. evaluates and assesses intelligence test results are in line with the professional and ethical codes and professional standards. |
| Lecturer / Teaching assistant | Professor PhD Jasna Veljkovic, Associate Helena Rosandić |
| Methodology | Muenchen and exercise. The applicability of clinical assessment methods available in many different situations in practice. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | The subject, the characteristics and tasks of clinical assessment. |
| I week exercises | It is advisable question. |
| II week lectures | Clinical methods and principles of clinical assessment, clinical assessment Periodisation development |
| II week exercises | Establishing a communication with respondents in situations of clinical assessment. |
| III week lectures | The role of the clinician and the clinicians individual couples and groups |
| III week exercises | Two modes of integration of data and methods of interpretation |
| IV week lectures | Diagnostic case file |
| IV week exercises | Keeping records of the case. How observirati respondents |
| V week lectures | Interview part of the case studies |
| V week exercises | Methods of conducting interviews, depending on the objective clinical assessment |
| VI week lectures | Diagnostic assessment of intelligence |
| VI week exercises | Wekslerove Scale inteligencije- testieati intelligence as adults |
| VII week lectures | Wechsler: Viti qualitative and quantitative analysis |
| VII week exercises | Placing and processing Wechslers individual intelligence test |
| VIII week lectures | Assessment of intellectual efikasnosti- intellectual efficiency and personality |
| VIII week exercises | Differences between verbal and nonverbal QI .Skater analysis |
| IX week lectures | Estimation of loss of efficacy in various psychopathological categories of respondents |
| IX week exercises | The coefficient of deterioration |
| X week lectures | Assessment of damage and decay capabilities |
| X week exercises | Estimation of loss of efficacy of neurotics |
| XI week lectures | Theories skills and brain |
| XI week exercises | Estimation of loss of efficacy in psychosis and at sociopath |
| XII week lectures | Wechler scale and brain dysfunction |
| XII week exercises | The individual detection techniques psychoorganic disorders |
| XIII week lectures | Self-description as the basis of personality |
| XIII week exercises | Familiarizing students with Cornel index questionnaire |
| XIV week lectures | Minnesota Multiphasic Personality inventor |
| XIV week exercises | Only MMPI test, display cases processed by this test |
| XV week lectures | Interpretation of MMPI test, Form 1 and Form 2 |
| XV week exercises | Exercise Evaluation and interpretation of the MMPI test 202 |
| Student workload | 2 hours of lectures per week 2 hours of exercises per week |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Activity in clinical thinking, initiative in the processing of test results |
| Consultations | Consultation with teachers and assistants are held once a week according to the terms agreed at the beginning of academic year |
| Literature | 1. Berger, J. (2004): Psihodijagnostika. Belgrade, Institute for textbooks and teaching aids. 2. Groth-MARNATE, G. (1997) Handbook of Clinical Assessment. New York, John Wiley & Sons. |
| Examination methods | Monitoring and verification of knowledge through two tests (40 points) Attendance and continuous monitoring (activity to continue and participation in debates) (10 points) Final exam (50 points) |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF WORK AND ORGANIZATIONS
| Course: | PSYCHOLOGY OF WORK AND ORGANIZATIONS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6813 | Obavezan | 1 | 4 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Basics of Psychology of Work |
| Aims | Overview of basic issues and theories in psychology of work and organization and connecting with their application in organizations. Extending the acquired knowledge in the field of work psychology and psychology of human relations in the direction of new and complex concepts and approaches. Developing analytical and critical approach to reading literature. Consideration of possible approaches to solving practical problems. |
| Learning outcomes | After passing this exam, a student will be able to: 1.change organiyational climate and manages organizational changes ; 2.identify sources of job satisfaction; 3.formed teams and checks their cohesiveness; 4.tested and measure team performance; 5.managed stress and conflicts at work. |
| Lecturer / Teaching assistant | Ratko Dundjerovic PhD, Jelena Masnic PhD |
| Methodology | Lectures, consultations, tests |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Organizational culture |
| I week exercises | Methods of identification of organizational culture. |
| II week lectures | Changes in organizational culture and change management. |
| II week exercises | Methods for change and change management. |
| III week lectures | The typology of organizational culture. |
| III week exercises | Types of organizational culture here and abroad. Identification of organizational culture in concrete examples of organizations. |
| IV week lectures | Commitment to the organization. |
| IV week exercises | Determining the factors that make influence on organizational identification and commitment to the organization. |
| V week lectures | Sources of work satisfaction. |
| V week exercises | Methods for identifying sources of work satisfaction and measurement its effects on personality. |
| VI week lectures | Groups and teams in organizations, cohesiveness. |
| VI week exercises | Team building /workshop. |
| VII week lectures | Planning and building a team. |
| VII week exercises | First test |
| VIII week lectures | Testing and measuring team performance. |
| VIII week exercises | Specific examples of measurement of team performance (workshop). |
| IX week lectures | The sources of conflict in the workplace. |
| IX week exercises | Personal and organizational conflicts (workshop). |
| X week lectures | Negative and positive consequences of conflict. |
| X week exercises | Issues of conflict management in the organization. |
| XI week lectures | Strategy and conflict management style. |
| XI week exercises | Second test |
| XII week lectures | Stress at work. |
| XII week exercises | Stress (workshop) |
| XIII week lectures | Burn out syndrome |
| XIII week exercises | Indicators of burn out syndrome. |
| XIV week lectures | Mobing |
| XIV week exercises | What is mobbing (discussion)? |
| XV week lectures | Training of public servants (eg, research). |
| XV week exercises | Example of research. |
| Student workload | weekly 4 credits x 40/30 = 5 hours and 20 minutes |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, participate in debates, do two tests. |
| Consultations | Group or individual to the needs of students and subject content. |
| Literature | Grinberg, Dž., Baron R. A. (1998): Ponašanje u organizacijama: razumevanje i upravljanj ljudskom stranom rada, Beograd: Želnid. Petković, M., Janićijević, N., Milikić, B. (2010). Organizacija. Centar za izdavačku djelatnost. Ekonomski fakultet .Beograd. |
| Examination methods | Two test with 20 points (40 points total) The presence and istcanje in teaching 10 points, Final exam with 50 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / MENTAL TESTING
| Course: | MENTAL TESTING/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6776 | Obavezan | 1 | 5 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Psychometrics, Developmental psychology |
| Aims | The student should be acquainted with the history and development of psychological tests and basic theoretical approaches to the measurement of psychological processes and psychological characteristics; to gain knowledge about ways to establishment of metric characteristics of the tests and on the principles of classification tests, given the nature of the tasks, route of administration, the subject of measurement, duration of use; to master the technology of measurement of knowledge, abilities and personality traits in function of the identification, classification and selection. |
| Learning outcomes | After passing this exam, a student will be able to: 1.knows history and development of psychological tests that measure cognitive abilities; 2.apply tests of mental abilities on a sample of children and adults; 3.has knowledge about ways of establishing psychometric characteristics of tests, about principles of classification tests in relation to the nature of task, subject to measurement, application methods and measurement duration; 4.write reports about individual and group testing. |
| Lecturer / Teaching assistant | Bojana Miletić PhD, Anja Đurić MSc |
| Methodology | Lectures, reports from testing and consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | The scientific approach to psychological measurement. |
| I week exercises | Introducing the tests in our area, in the region, used to measure the mental ability. |
| II week lectures | The emergence and development of psychological tests. |
| II week exercises | About metric characteristics of tests. Methods for identification, standardization of tests. |
| III week lectures | Psychological tests and psychology of individual differences. |
| III week exercises | KOG test |
| IV week lectures | Classification of tests according to the nature of tasks, route of administration, the subject of measurement, duration of use. |
| IV week exercises | TEM test |
| V week lectures | Definitions of basic metric characteristics of knowledge tests. |
| V week exercises | An example of a test of knowledge. The application of these tests and methods of evaluation. |
| VI week lectures | Definitions of basic metric characteristics of the abilities tests and personality traits. |
| VI week exercises | Information about the characteristics of the VITI test. Application of PM test (for adults). |
| VII week lectures | The validity of test results: definition, quantification, relations with other psychometric characteristics, selection problems. |
| VII week exercises | First test |
| VIII week lectures | Types and sources of validation data. |
| VIII week exercises | Raven and Bender - Gestalt test (application). |
| IX week lectures | The content of the test, the process of answering. |
| IX week exercises | Second test |
| X week lectures | The internal structure of the test, relations with other variables. |
| X week exercises | Determination of the internal structure of the test. |
| XI week lectures | Convergent and discriminant data. |
| XI week exercises | Methods of data interpretation. |
| XII week lectures | Use of non-verbal and verbal tests to measure childrens cognitive abilities. |
| XII week exercises | Examples of tests of verbal and non-verbal series for children and adults. |
| XIII week lectures | Sets, evaluation, interpretation of results and writing reports (testing children). |
| XIII week exercises | Application of tests to assess the cognitive maturity to go to school. |
| XIV week lectures | Application tests of mental ability to function prediction motivations, attitudes and value orientations at work. |
| XIV week exercises | The tests which use in the procedures of professional orientation and selection. |
| XV week lectures | Sets, evaluation, interpretation of results and writing reports (testing adults). |
| XV week exercises | Reports from group testing. |
| Student workload | Weekly 5 credits x 40/30 = 6 hours and 40 minutes |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, participate in debates, and do two tests and 3 test reports. |
| Consultations | As the course requires fieldwork, students are under constant mentoring during the collection of data needed to write a report on group testing. |
| Literature | Jackson, C. (2000). Psihologijsko testiranje. Jastrebarsko: Naklada Slap. Anastasi, A. (2003). Psychological testing (7. izdanje). New York: MacMillian. Standardi za pedagoško i psihološko testiranje (2009). Jastrebarsko: Naklada Slap. P.D. Flanagan, J |
| Examination methods | The presence in classes 10 points Three test with 10 points (30 points total) Report from the testing of 30 points |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF LEARNING AND TEACHING
| Course: | PSYCHOLOGY OF LEARNING AND TEACHING/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6777 | Obavezan | 1 | 5 | 2+1+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Completed courses: Psychology of Memory and Thinking, Psychometrics, and Fundamentals of Educational Psychology; passed exam in Learning Psychology. |
| Aims | The aim of the course is to deepen and integrate the knowledge and skills acquired through attending basic subjects in undergraduate studies with the knowledge and skills necessary for practical understanding, planning, and conducting teaching, as well as for monitoring the effects of school learning. |
| Learning outcomes | After this course requirements fulfilled, student will have: 1. Acquired knowledge on views and perspectives on education process held by various schools in psychology; 2. Been familiarized with basic methods and techniques on teaching and learning various disciplines taught in school; 3. Been familiarized with general methods of teaching and learning evaluation; 4. Got acquainted with methods and techniques for adult learning; 5. Got familiarized with methods for learning outcomes testing in various fields (e.g. various forms for testing pupils knowledge, methods for teachers evaluation, etc.), via exercises; 6. Get certain experience in curricula creating, and choosing optimal methods their fulfillment, via exercises. |
| Lecturer / Teaching assistant | Milica Drobac-Pavićević, Ph. D Dragica Rajković, M. Sc |
| Methodology | Lectures, exercises, consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | The relationship between learning as a theoretical construct and teaching as a practical activity |
| I week exercises | The relationship between learning as a theoretical construct and teaching as a practical activity |
| II week lectures | Psychological systems and school learning 1: traditional approaches (behaviorism, gestalt) |
| II week exercises | Psychological systems and school learning 1: traditional approaches (behaviorism, gestalt) |
| III week lectures | Psychological systems and school learning 2: contemporary approaches (cognitive and humanistic) |
| III week exercises | Psychological systems and school learning 2: contemporary approaches (cognitive and humanistic) |
| IV week lectures | Potentials for school learning 1: structure of intellectual abilities and cognitive style |
| IV week exercises | Potentials for school learning 1: structure of intellectual abilities and cognitive style |
| V week lectures | Potentials for school learning 2: personality structure; interaction of personality and factors of school learning |
| V week exercises | Potentials for school learning 2: personality structure; interaction of personality and factors of school learning |
| VI week lectures | Methods and techniques of school teaching (teacher activities) |
| VI week exercises | Methods and techniques of school teaching (teacher activities) |
| VII week lectures | Free week |
| VII week exercises | I colloquium |
| VIII week lectures | Methods and techniques of school learning (student activities) |
| VIII week exercises | Methods and techniques of school learning (student activities) |
| IX week lectures | Acquisition of reading skills: prerequisites; components of skill. |
| IX week exercises | Acquisition of reading skills: prerequisites; components of skill. |
| X week lectures | Reading comprehension as the basis of school learning |
| X week exercises | Reading comprehension as the basis of school learning |
| XI week lectures | Learning mathematics and natural sciences |
| XI week exercises | Learning mathematics and natural sciences |
| XII week lectures | Monitoring, assessment, and measurement of the effects of school learning |
| XII week exercises | Monitoring, assessment, and measurement of the effects of school learning |
| XIII week lectures | II colloquium |
| XIII week exercises | |
| XIV week lectures | Evaluation of teachers work |
| XIV week exercises | Evaluation of teachers work |
| XV week lectures | Teaching in adulthood |
| XV week exercises | Teaching in adulthood |
| Student workload | Teaching and final exam: (5 hours and 20 minutes) x 16 = 85 hours and 20 minutes Necessary preparation before the semester (administration, enrollment, verification): 2 x (5 hours and 20 minutes) = 10 hours and 40 minutes Total workload for the subject: 4 x 30 = 120 hours Additional work for exam preparation in the retake exam period, including retake exam: 0 - 30 hours. Workload structure: 85 hours and 20 minutes (teaching) + 10 hours and 40 minutes (preparation) + 24 hours (additional work) |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Regular attendance and participation in classes, and completion of two written colloquiums. |
| Consultations | According to students needs, individual. |
| Literature | Vidović, V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP-VERN’ (odabrana poglavlja) Lalović, D. (u štampi). Čitanje: od slova do teksta. Beograd: Centar za izdavačku delatnost Filozofskog fakulteta. (odabrana poglavlja) Autorizovane MS Power Point prezentacije i ostali materijali korišćeni na časovima predavanja (studentima dostupni na Internet-strani: https://sites.google.com/site/ucenjeinastava |
| Examination methods | Two written colloquiums worth 20 points each (total 40 points), Activity during exercises and success in knowledge assessment from exercise material 10 points, Final exam worth 50 points. A passing grade is achieved if a cumulative total of at least 51 points is obtained. |
| Special remarks | - |
| Comment | - |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / COMMUNITY PSYCHOLOGY WITH CRISIS INTERVENTION
| Course: | COMMUNITY PSYCHOLOGY WITH CRISIS INTERVENTION/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6812 | Obavezan | 1 | 5 | 2+1+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Psychology of Mental Health, General psychopathology |
| Aims | Acquiring knowledge of modern psychological theories, methods and techniques of crisis intervention as well as research, training and supervision in this field. Mastering the general and specific skills to overcome;mastering crisis intervention skills: individual , family, group and community. Mastering crisis intervention strategies in specific crisis situations: loss, illness, injury and trauma. Mastering the skills of recognition, rehabilitation and prevention of burnout syndrome |
| Learning outcomes | Government modern psychological knowledge of the theories, methods and techniques of crisis intervention Government of the general and specific skills crisis intervention at the different levels. Government crisis intervention strategies in specific crisis situations Recognize and prevent professional and personal helepers crisis. |
| Lecturer / Teaching assistant | Ph.D. Veselinka Milović, Ljiljana Bogdanović |
| Methodology | Lectures, exercises, consultations |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Theories, methods and techniques of crisis intervention |
| I week exercises | Writing project proposals – needs and problems of community and their assessment |
| II week lectures | Emergence and development of crisis intervention |
| II week exercises | Writing project proposals – Description of problem |
| III week lectures | Theoretical basics of crisis intervention |
| III week exercises | Writing project proposals – Overall and specific objectives of the project |
| IV week lectures | Method of crisis intervention |
| IV week exercises | Writing project proposals - Target groups |
| V week lectures | Crisis intervention models in an individual A. (Roberts), 1998 |
| V week exercises | Writing project proposals - Plan of activities 1 |
| VI week lectures | Crisis intervention models B. families in crisis (Asen and Thomson |
| VI week exercises | Writing project proposals - Plan of activities 2 |
| VII week lectures | Crisis intervention models C. in group |
| VII week exercises | Writing project proposals – Expected results |
| VIII week lectures | Crisis intervention models in community |
| VIII week exercises | Writing project proposals - Monitoring and evaluation of activities |
| IX week lectures | Research in crisis intervention |
| IX week exercises | Writing project proposals - Sustainability |
| X week lectures | Specificity of training and supervision of interventions in crisis |
| X week exercises | Writing project proposals - Time frame, logical framework |
| XI week lectures | Crisis intervention for suicide and suicide attempts- no-suicide contracts |
| XI week exercises | Writing project proposals - budget 1 |
| XII week lectures | Crisis intervention in domestic violence |
| XII week exercises | Writing project proposals - budget 2 |
| XIII week lectures | Crisis intervention in disease and death loss |
| XIII week exercises | Writing project proposal - examples |
| XIV week lectures | Professional and personal helpers crisis - self-evaluation and self-help |
| XIV week exercises | Writing project proposals - students’ presentations 1 |
| XV week lectures | Professional and personal helpers crisis - intervention and psychotherapy |
| XV week exercises | Writing project proposals - students’ presentations 2 |
| Student workload | Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 1 hour 30 minutes of lectures 45 minutes of exercises 3 hours and 25 minutes for individual work, including consultations Per semester Teaching and the final exam: (6hours , 40 min) x 16 = 106 hours and 40 minutes Preparation before the start of the semester (before semester): 2 x (6 hours, 40 min) = 13 hours and 20 minutes Total work hours for the course: 5x30 = 150 hours Additional hours for preparing correction of exams exam, including the exam taking is 24 hours structure: 106 hours and 40 minutes (lectures) + 13 hours and 20 minutes (preparation) + 30 hours (additional work) |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, participate in debates, and do two tests. |
| Consultations | Monday 13h |
| Literature | Vlajković, J. Od žrtve do preživelog – psihološka pomoć u nesrećama (2009), IP Žarko Albulj, Beograd Vlajković, J. Psihologija u zajednici, u Berger J., Mitić M. Klinička psihologija (2007), Centar za primenjenu psihologiju, Beograd Arambašić L , Ajduko |
| Examination methods | Two tests with 20 points (40 points total), Presence and activity in class 10 points, Final exam with 50 points. passing grade gets the cumulative collect at least 51 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / COUNSELLING SKILLS
| Course: | COUNSELLING SKILLS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6785 | Obavezan | 2 | 4 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | General psychopathology, Personality psychology, Psychology of individual differences, Cognitive psychology. The basis of clinical psychology, Psychology of learning, Basics of psychotherapy |
| Aims | Acquiring basic knowledge and understanding of basic concepts related to access to micro-skills in counseling; overcaming advanced advisory skills; develop the ability to define the client's problem and set the aim; identifying and implementing procedures that are appropriate to achieve the objectives within the client –centered consultation; identifying and implementing procedures that are appropriate to achieve the objectives within the framework of assertiveness training and. comparing and contrasting different psychotherapy; |
| Learning outcomes | Government of basic counseling skills Identify and implement procedures that are appropriate to achieve the objectives within the framework of consultations aimed at solving problems He knows and understands the basic settings of the various theories and methods of psychotherapy. Development motivation for engaging in psychotherapy. |
| Lecturer / Teaching assistant | Ph.D.Veselinka Milović Jelena Šofranaca |
| Methodology | Lectures, exercises, preparation of homework and consultations |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Access to micro-skills in counseling |
| I week exercises | Presenting client – interview with client |
| II week lectures | Basic skills. establish contact; b. asking questions, c. observation of the client and himself as adviser |
| II week exercises | Cognitive-behavioral therapy (CBT) 1 – presentation of the case |
| III week lectures | Basic skills. encouragement, paraphrasing, summarizing; b. reflecting feelings |
| III week exercises | CBT 2 - presentation of the case |
| IV week lectures | Skills structuring interviews: a. the establishment of alliances, b. gather information and defining the problem, c. a definition of systems and practice of psychotherapy and counseling |
| IV week exercises | CBT 3 – characteristics of the therapy |
| V week lectures | Psychodynamic approach to therapy - Freud, Jung, Adler . Psychoanalytic therapy |
| V week exercises | Rational-emotional-behavioral therapy 1 - presentation of the case |
| VI week lectures | Humanističko - existential approaches. Client directed therapy |
| VI week exercises | REBT 2 - presentation of the case |
| VII week lectures | Gestalt therapy |
| VII week exercises | REBT 3 - characteristics of the therapy |
| VIII week lectures | integration of micro-skills: client cenetered counselig |
| VIII week exercises | Multimodal therapy 1 - presentation of the case |
| IX week lectures | integration of micro-skills: client ceneterd counseling |
| IX week exercises | Multimodal therapy 2 – characteristics |
| X week lectures | integration of micro-skills counseling focused on problem solving |
| X week exercises | Adlerian therapy 1 - presentation of the case |
| XI week lectures | Cognitive-behavioral therapy approaches. Behavioral therapy.. |
| XI week exercises | Adlerian therapy 2 – characteristics |
| XII week lectures | 12 Racional emotional and cognitive behavioral approaches to therapy .Cognitive therapy |
| XII week exercises | Hypnotherapy 1 - presentation of the case |
| XIII week lectures | Sistem approaches to therapy |
| XIII week exercises | Hypnotherapy 2 – characteristics |
| XIV week lectures | Integration of micro-skills: assertiveness training |
| XIV week exercises | Client oriented therapy 1 - presentation of the case |
| XV week lectures | postmodern approaches to therapy |
| XV week exercises | Client oriented therapy 2 – characteristics |
| Student workload | A week 4 credits x 40/30 = 5 hours and 20 min Structure: 1 hour 30 min of lectures 1 hour and 30 minuof exercises 2 hours and 20 min. individual work, including consultations Per semester Teaching and the final exam: (5 h 20 min) x 16 = 85 h 20 min Necessary preparation before the start of the semester (administration, enrollment, etc) 2 x (5 hours, 20 min) = 10 h 40 min Total hours for the course 4x30 = 120 hours of additional work for exams preparing correction of final exam, including the exam taking amounts is 24 hours Structure: 85 hours and 20 minutes (lectures) + 10 hours (preparation) + 24 hours (additional work |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, participate in debates, and do two tests and one homework. |
| Consultations | Friday 13h |
| Literature | Kondić, K., Vlajković, J., Štajner-Popović, T. Slušam te, razumem te, prihvatam te – Nedirektivna terapija Karla Rodžersa (1998), IP Žarko Albulj, Beograd Šest terapeuta i jedan klijent Vlajković, J. Nedirektivna terapija Karla Rodžersa, u Biro, M., But |
| Examination methods | Forms of Assessment: Two tests with 15 points (30 points total), Homework 20 points, Final exam with 50 points. passing grade gets the cumulative collect at least 51 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PRACTICE II
| Course: | PRACTICE II/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6786 | Obavezan | 2 | 4 | 0+6+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Introduction to psychopathology, Psychodiagnosis of mental disorders and behavior. |
| Aims | Introducing students to the practical application of clinical assessment methods. |
| Learning outcomes | After the student passes this exam, they will be able to practically apply the following methods of clinical assessment on members of the non-clinical and clinical population and document this with an assessment protocol: 1. Clinical interviewing; 2. Behavioral assessment; 3. Behavioral observation; 4. Scales of intelligence by David Wexler; 5.Minnesota Multiphasic Personality Inventory (MMPI); 6. Projective techniques and projective hypotheses; 7. Projective drawing; 8. Test of incomplete sentences. |
| Lecturer / Teaching assistant | dr Helena Rosandić |
| Methodology | Practical assignment and application of clinical instruments in clinical and non-clinical populations. Internship is carried out at the General Hospital in Nikšić, in the Department of Psychiatry. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | A case study. |
| I week exercises | Practice at the Department of Psychiatry. |
| II week lectures | A refferal question. |
| II week exercises | Practice at the Department of Psychiatry. |
| III week lectures | Behavioral assessment. |
| III week exercises | Practice at the Department of Psychiatry. |
| IV week lectures | Behavioral opservation. |
| IV week exercises | Practice at the Department of Psychiatry. |
| V week lectures | Projective drawings. |
| V week exercises | Practice at the Department of Psychiatry. |
| VI week lectures | Wechsler Scales of Intelligence I. |
| VI week exercises | Practice at the Department of Psychiatry. |
| VII week lectures | Wechsler Scales of Intelligence II. |
| VII week exercises | Practice at the Department of Psychiatry. |
| VIII week lectures | Wechsler Scales of Intelligence III. |
| VIII week exercises | Practice at the Department of Psychiatry. |
| IX week lectures | Minnesota Multiphasic Personality Inventory (MMPI), assignment. |
| IX week exercises | Practice at the Department of Psychiatry. |
| X week lectures | Minnesota Multiphasic Personality Inventory (MMPI), profile drawing and interpretation. |
| X week exercises | Practice at the Department of Psychiatry. |
| XI week lectures | Projective techniques and projective hypothesis. |
| XI week exercises | Practice at the Department of Psychiatry. |
| XII week lectures | Test of incomplete sentences assignment. |
| XII week exercises | Practice at the Department of Psychiatry. |
| XIII week lectures | Test of incomplete sentences, profiling and interpretation. |
| XIII week exercises | Practice at the Department of Psychiatry. |
| XIV week lectures | Hypothesizing and integration of test indicators. |
| XIV week exercises | Practice at the Department of Psychiatry. |
| XV week lectures | Finalization and creation of the file - case study. |
| XV week exercises | Practice at the Department of Psychiatry. |
| Student workload | 1 hour of lectures 5 hours of practice |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 6 excercises -1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | During the practice, the student is required to perform several examinations, applying certain methods of clinical assessment, on members of the non-clinical and clinical population and document this in assessment protocols. |
| Consultations | Consultations with teachers and associates take place once a week according to the dates agreed at the beginning of the academic year. |
| Literature | 1. Berger, J. (2004): Psychodiagnosis. Belgrade, Institute for textbooks and teaching aids. 2. Berger, J. et al. (1995): Wechsler Individual Intelligence Test. Belgrade, Association of Psychologists of Serbia. |
| Examination methods | Clinical assessment protocol, 50 points. Non-clinical evaluation protocol, 50 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / FAMILY PSYCHOLOGY
| Course: | FAMILY PSYCHOLOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6814 | Obavezan | 2 | 4 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Developmental psychology. |
| Aims | Acquisition of basic knowledge about the family as a single group for the significant growth and development of the individual. Introduction to various theoretical models and methods of family assessment and the requirements of an interdisciplinary approach in practice and research. |
| Learning outcomes | 1. apply knowledge of the essential determinants of their parents and in recognizing and analyzing tasks and objectives to be achieved in their work with families; 2. differentiates, defines and addresses the treatment of different types of family groups; 3. apply the basic techniques of psychological - diagnosing work with the family; 4. determines and assesses the clinical structures and subsystems of the family; 5. analyze, evaluate, recognize and classify types of family pathology; 6. orally and in writing present the findings of the clinical evaluation of family functioning. |
| Lecturer / Teaching assistant | PhD Jasna Veljkovic, associate Helena Rosandić |
| Methodology | Interactive: introductory courses - a combination of presentations and discussion groups, where the topic apart from the teachers, and according to his instructions, prepare for some of the students, and consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | The definition of the term family. |
| I week exercises | The basic elements of family functioning. |
| II week lectures | Theoretical approaches in the study and understanding family. |
| II week exercises | Transgenerational approach, Murray Bowen. |
| III week lectures | Research Methods families. |
| III week exercises | Structurally strategic approach, Jay Haley. |
| IV week lectures | Arrival of the family to the first session. |
| IV week exercises | Structural therapy, Salvador Minuchin. |
| V week lectures | Rod and changes in inequality of power. |
| V week exercises | Transcript of session Salvador Minuchina. The technique of case - role playing. |
| VI week lectures | Marital and extramarital relations. |
| VI week exercises | Milanese approaches in the development of family therapy. |
| VII week lectures | The life cycle of the family. |
| VII week exercises | The life cycles of family and affective vezivnje. Showing films on the topic. |
| VIII week lectures | Family and stress. |
| VIII week exercises | Trauma and loss. |
| IX week lectures | The quality of life of families of depressed individuals. |
| IX week exercises | Circular questions. |
| X week lectures | General theoretical assumptions genealogy. |
| X week exercises | Genealogy, application on examples. |
| XI week lectures | Modern parenting. |
| XI week exercises | A child in a family psihoterpy. |
| XII week lectures | Divorce. |
| XII week exercises | A case of divorce. |
| XIII week lectures | Dealing with family violence. |
| XIII week exercises | A case of family violence. |
| XIV week lectures | Psychosis and multiple family group therapy. |
| XIV week exercises | Case report. |
| XV week lectures | Working with family members with dependents. |
| XV week exercises | Case report. |
| Student workload | 2 hours of lectures 14 weeks 2 hours of exercises for 14 weeks 2 hours of independent work 11 weeks. |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Attending lectures and exercises is mandatory. |
| Consultations | Consultation with teachers and assistants are held once a week according to the terms agreed at the beginning of the academic year. |
| Literature | Milojković M. Roe, J., R. Miđović office. (1997): Family therapy, the Center for Marriage and Family. Kapor-Stanuloviđ, N. (1985): Psychology of parenthood, Nolit, Belgrade. Mitic, M. (1997): Family, health and disease: D. Berger Health Psychology, |
| Examination methods | Each test carries 20 points (40 points) Activity moment (10 points) Final exam, 50 points. |
| Special remarks | None. |
| Comment | None. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PSYCHOPATHOLOGY IN CHILDREN AND YOUNG PEOPLE
| Course: | PSYCHOPATHOLOGY IN CHILDREN AND YOUNG PEOPLE/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6816 | Obavezan | 2 | 4 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Developmental Psychology, General psychopathology |
| Aims | 1. Student will become familiar with developmental dimensions of most common expressions of child and adolescent psychopathology. 2.Student will become familiar with etiology, clinical presentation, diagnosis, differential diagnosis and basic therapeutic procedures applied to specific disorders |
| Learning outcomes | 1. Understand the most common mental health disorders in children and adolescents; 2. Understand basic therapeutic procedures applicable to the disorders studied 3. Understand ICD and DSM diagnostic criteria for specific disorders 4. Will be able to apply the new information in the case studies |
| Lecturer / Teaching assistant | Full Professor Ivona Milačić Vidojević, specialist in medical psychology, Assistant Anja Đurić |
| Methodology | Lectures, exercises, colloquium, final exam, consultation. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Introduction to the study of child and adolescent psychopathology, developmental approach |
| I week exercises | The theories of child development |
| II week lectures | Approaches towards psychopathology– diagnostic approaches |
| II week exercises | Normal problems and psycho-pathological phenomena |
| III week lectures | Neurodevelopmental disorders I |
| III week exercises | case presentations |
| IV week lectures | Neurodevelopmental disorders II |
| IV week exercises | case presentations |
| V week lectures | Neurodevelopmental disorders III |
| V week exercises | case presentations |
| VI week lectures | Disruptive, impulse-control and conduct disorders case presentation |
| VI week exercises | case presentations |
| VII week lectures | Anxiety disorders |
| VII week exercises | case presentations |
| VIII week lectures | Depressive disorders, suicide, bipolar disorders |
| VIII week exercises | case presentations |
| IX week lectures | Eating disorders |
| IX week exercises | case presentations |
| X week lectures | Specific learning disorders |
| X week exercises | case presentations |
| XI week lectures | Substance use disorders |
| XI week exercises | case presentations |
| XII week lectures | Child neglect and abuse |
| XII week exercises | case presentations |
| XIII week lectures | Trauma and stressor related disorders |
| XIII week exercises | case presentations |
| XIV week lectures | Schizophrenia spectrum |
| XIV week exercises | case presentations |
| XV week lectures | Communication and motor disorders |
| XV week exercises | case presentations |
| Student workload | 2 hours of lectures 15 weeks 2 hours 15 weeks of exercises 2 hours for individual work 11 weeks 3 hours for individual work 3 weeks |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Attending lectures and exercises is mandatory |
| Consultations | Consultation with teachers and associate are held with students once a week defined to the terms at the beginning of academic year |
| Literature | 1.ICD-10, WHO 2. Ivona Milačić-Vidojević, Dragojević Nada, Čolić Marija (2017). Ometenost i mentalna bolest: stavovi, stigma, diskriminacija. FASPER, Beograd. (odabrana poglavlja) 3.Charles Wenar (2003). Razvojna psihopatologija i psihijatrija. Naklada |
| Examination methods | Presence of theoretical teaching of 0-5 points Presence of practical teaching of 0-5 points Colloquium I 0-10 points Colloquium II 0-20 points Final examination of 0-50 points Passing grade gets the cumulative gather min 51 points |
| Special remarks | No |
| Comment | No |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY AND MANAGEMENT
| Course: | PSYCHOLOGY AND MANAGEMENT/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6817 | Obavezan | 2 | 4 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Basics of work psychology, Psychology of human relations |
| Aims | To introduce students with basic concepts and tasks of psychology in management and significant scientific and practical problems of this discipline. Special emphasis is on raising awareness about the most important problems in the area, place and role of psychology of management, and the role of management psychologists in organizations. |
| Learning outcomes | After passing this exam, a student will be able to: 1.optimal plan of development of human resources in organizations; 2.analyze competitive position of the organization; 3.make a difference about types of organizational roles(director, executive, menager, leader…); 4.understands the competitive characteristics of entrepreneurial behavior ; 5.improve own potential for leadership; 6.critical awareness of the most important problems in this area, the place and role of psychology in the work of the management. |
| Lecturer / Teaching assistant | Mirjana Kuljak, Dragica Rajkovic |
| Methodology | Lectures, consultations, tests |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Introduction to Psychology of management. |
| I week exercises | Problems of psychology of management. |
| II week lectures | Human resource management as a business function and scientific disciplines. |
| II week exercises | The development of the psychology of management in the local organizational circumstances and relations with other psychological and scientific disciplines. |
| III week lectures | Human resource management in local companies. |
| III week exercises | Management development now and then (discussion). |
| IV week lectures | Approaches to the introduction of human resources management in a company in transition. |
| IV week exercises | Management in crisis. |
| V week lectures | Elements of the environment and human resources. |
| V week exercises | Human Resource Planning. |
| VI week lectures | Leadership, organization and motivation in organization. |
| VI week exercises | Playing organizational roles (workshop). |
| VII week lectures | Social power and leadership. |
| VII week exercises | First colloquium |
| VIII week lectures | Sources of managers social power. |
| VIII week exercises | Power (workshop) |
| IX week lectures | Identification, selection and development of managers. |
| IX week exercises | Social and personal characteristics of the management development. |
| X week lectures | Personality traits and performance of managers. |
| X week exercises | Successful manager profile (workshop). |
| XI week lectures | Manager motivation. |
| XI week exercises | Second colloquium |
| XII week lectures | Management development in practice. |
| XII week exercises | Motivational techniques in management. |
| XIII week lectures | Japanese management |
| XIII week exercises | Difference between western and eastern management. |
| XIV week lectures | Leadership: the nature of leadership and the impact on the organization. |
| XIV week exercises | Discover leader (workshop). |
| XV week lectures | Psychosocial sources of stress, effects of stress, stress management. |
| XV week exercises | Source of stress for men and women who perform the role of manager. |
| Student workload | Weekly 4 credits x 40/30 = 5 hours and 20 minutes |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, participate in debates, and do two tests. |
| Consultations | Group and individual on a weekly basis. |
| Literature | Maslov, Abraham, Psihologija u menadžmentu, ASEE, Novi Sad, Dunđerović, R. (2004): Osnovi psihologije menadžmenta, FAM,Novi Sad. Čizmić, S. ed. ( 1995) Psihologija i menadžment. Institut za psihologiju Beograd. Zvonarević, M. (1985.) Socijalna moć i rukovođenje U: Socijalna psihologija, Školska knjiga, Zagreb, 322 – 336 str Zvonarević, M. (1985.) Uloga rukovodioca i njegove psihološke osobine U: Socijalna psihologija, Školska knjiga, Zagreb, 337 – 360 str Grinberg, Dž., Baron R. A. (1998): Ponašanje u organizacijama: razumevanje i upravljanj ljudskom stranom rada, Beograd: Želnid. Mincberg, H. (2009) : Menadžeri, a ne masteri poslovne organizacije,„CEKOM“ – books, N. Sad. Bahtjarević Šiber, F.(1999). Management ljudskih potencijala, Golden marketing, Zagreb. Šira literatura: Dunđerović, R. (2004). Vrijednosne orijentacije menadžera i kvalitet života zaposlenih. Sociološki godišnjak SDRS. Pale. Grubić – Nešić, L. (2008). Znati biti lider. AB print. Novi sad. Wren i Woich (1994) Menadžment. Privredni pregled. Beograd |
| Examination methods | Two colloquia, 20 points per each (40 points total). Exercise class activities 10 points. Lecture class activities 10 points. Final exam with 40 points. For the exam to be passed - min 50 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PSYCHOLOGY / CLINICAL ASSESSMENT 2
| Course: | CLINICAL ASSESSMENT 2/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 6815 | Obavezan | 2 | 5 | 2+2+0 |
| Programs | PSYCHOLOGY |
| Prerequisites | Clinical assessment I |
| Aims | Acquiring knowledge about different methods of clinical evaluation, their history and development, advantages and disadvantages. To familiarize students with the practical application of methods of clinical evaluation. |
| Learning outcomes | After passing this exam will be able to: 1. determine the indications and contraindications for performing psychological assessments by certain criteria depending on instututcije in which such estimates; 2. plan, implement and realize the testing of intellectual abilities of different subjects, their possible cognitive deficits and interpret test results; 3. plan, implement and carry out the assessment of functioning of the personality of a person in different contexts and at different ages, discuss and interpret these findings. 4. knows theoretical basis, as well as indications for use, application methods of projective techniques in psycho-diagnostic tools and instruments; 5. organize, collect, evaluate and integrate information obtained psychological testing; 6. orally and in writing documented psychological findings; 7. cooperate with respondents in all stages of the psychological tests. |
| Lecturer / Teaching assistant | Professor PhD Jasna Veljkovic, Associate Helena Rosandić |
| Methodology | Muenchen and exercise. The applicability of clinical assessment methods available in many different situations in practice. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Projective techniques, theories projections |
| I week exercises | From the theory of personality to the projection techniques personality projection and expression |
| II week lectures | Drawing the human figure-Machoever technique |
| II week exercises | Presentation drawings of human figures. The indicators and their meanings |
| III week lectures | Possible purposes Machoever techniques and choice of frame of interpretation |
| III week exercises | Placing human figure drawing |
| IV week lectures | Expressions pathological mutation in the drawings of human figures |
| IV week exercises | Activation and evaluating the human figure drawing |
| V week lectures | Rorschach technique |
| V week exercises | Only protocols Rorschach technique |
| VI week lectures | Tests unfinished sentence |
| VI week exercises | Treatment response to TNR |
| VII week lectures | Jungs Association Test |
| VII week exercises | Activation protocol |
| VIII week lectures | Test themed apercepcy - TAT |
| VIII week exercises | Only test materials TAT |
| IX week lectures | Psychological evaluation findings and opinion |
| IX week exercises | Administrative aspects of psychological diagnosis |
| X week lectures | Various forms of psychological reports |
| X week exercises | Activation of the basic components of psychological reports |
| XI week lectures | The general problem of data integration |
| XI week exercises | Work on the integration of data collected in the psychological test case |
| XII week lectures | Elections level data interpretation |
| XII week exercises | Writing psychological reports |
| XIII week lectures | Recognition of psychopathological indicators on tests |
| XIII week exercises | Working with students in processing dossiers |
| XIV week lectures | Data Integration -Practicing |
| XIV week exercises | Working with students in processing dossiers |
| XV week lectures | Data integration-Practicing |
| XV week exercises | Working with students in processing dossiers |
| Student workload | 2 hours of lectures per week 2 hours of exercises per week |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Activity in clinical thinking, initiative in the processing of test results |
| Consultations | Consultation with teachers and assistants are held once a week according to the terms agreed at the beginning of academic year |
| Literature | 1. Berger, J. (2004): Psihodijagnostika. Belgrade, Institute for textbooks and teaching aids. 2. Groth-MARNATE, G. (1997) Handbook of Clinical Assessment. New York, John Wiley & Sons. |
| Examination methods | Monitoring and verification of knowledge through two tests (40 points) Attendance and continuous monitoring (activity to continue and participation in debates) (10 points) The final examination of defense files (50 points) |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
