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Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF PEOPLE WITH SPECIAL NEEDS

Course:PSYCHOLOGY OF PEOPLE WITH SPECIAL NEEDS/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12546Obavezan142+0+0
ProgramsPSYCHOLOGY
Prerequisites no
Aims Students will be able to gain knowledge and sensitivity about the psychological and social aspects of different disabilities that are important for the development of professional behavior in the helping professions. Students will be able to understand reactions to disability, the process of adaptation to disability, psychological effects disability on the individual and family, societys reactions to disability and a person with a disability. Student will get acquainted with the conceptions of giftedness, with different aspects of the phenomenon of giftedness, with gifted identification procedures, with gifted education programs.
Learning outcomes After the student passes the exam, he will be able to: 1. know different theoretical models of disability 2. know the basic concepts of inclusive education of children with special needs 3. master basic knowledge about the development of children with different forms of disability 4. master basic knowledge about various aspects of giftedness, identification procedures and gifted education programs 5. Understand the process of personal and family psycho-social adaptation to the disability or giftedness of a family member 6. Develop awareness of own feelings and attitudes towards people with special needs 7. Gain an understanding of a constructive way of looking at life with a disability or giftedness
Lecturer / Teaching assistantFull professor Ivona Milačić Vidojević
MethodologyLectures, exercises, consultations
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesModels of disability
I week exercises
II week lecturesStigmatization and discrimination of persons with disabilities
II week exercises
III week lecturesPsycho-social effects of disability on the individual and the adjustment process
III week exercises
IV week lecturesPsycho-social effects of disability on the family
IV week exercises
V week lecturesDevelopment of children in the context of disabilities - a child with an intellectual disability (ID)
V week exercises
VI week lecturesA child with hearing impairment
VI week exercises
VII week lecturesA child with visual impairment
VII week exercises
VIII week lecturesA child with Autism Spectrum Disorder (ASD)
VIII week exercises
IX week lecturesA child with difficulties in motor functioning
IX week exercises
X week lecturesThe phenomenon of giftedness
X week exercises
XI week lecturesThe nature and development of gifted
XI week exercises
XII week lecturesSocio-emotional characteristics of gifted persons
XII week exercises
XIII week lecturesIdentification of gifted persons
XIII week exercises
XIV week lecturesEducation of gifted persons
XIV week exercises
XV week lecturesGiftedness and disability
XV week exercises
Student workload2 hours of lectures
Per weekPer semester
4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
3 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 classes
ConsultationsAfter the class
LiteratureAltaras, A. (2006). Darovitost i podbacivanje (odabrana poglavlja). Pančevo-Beograd: Mali Nemo, Institut za psihologiju i Centar za primenjenu psihologiju. Maksić, S. B. (2009). Darovito dete u školi (drugo izdanje) (odabrana poglavlja). Beograd: Zavod za udžbenike i nastavna sredstva MilačićVidojević I. (2008): Autizam-dijagnoza i tretman, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, ISBN 978-86-80113-66-1.str.3-17. Dragojević, N., Hanak, N., Milačić-Vidojević, I. (2009): Odlike funkcionisanja porodica sa intelektualno ometenim detetom. U D. Radovanović (ur.) Istraživanja u specijalnoj edukaciji i rehabilitaciji, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, str.259-268. ISBN 978-86-80113-83-8. Hrnjica, S. (1991): Ometeno dete, Beograd, ZUNS, ISBN 86-17-01534-9, str.149-177, 267-299. Brojčin, B. (2013). Inkluzivna edukacija, Fasper, Beograd (odabrana poglavlja)
Examination methods2 colloquiums (up to 20 points each), grade from exercises (up to 10 points) and final exam 50 points
Special remarksno
Commentno
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF WORK AND ORGANIZATIONS

Course:PSYCHOLOGY OF WORK AND ORGANIZATIONS/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12545Obavezan163+2+0
ProgramsPSYCHOLOGY
Prerequisites Psychology of Work
Aims Overview of basic problems and theories in the psychology of work and organization and connection with their application in work organizations. Expanding the acquired knowledge in the field of work psychology and the psychology of interpersonal relations in the direction of new and more complex concepts and approaches. Developing an analytical and critical approach in reading professional literature. Review of possible approaches in solving practical problems.
Learning outcomes After the student passes the exam in this subject: 1. He will be familiar with the viewpoints of different schools and directions in psychology on the theoretical and practical aspects of the educational process. 2. He will be familiar with the basic methods and techniques in teaching and learning within the framework of various disciplines - natural, mathematical and so-called. social. 3. He will be familiar with the procedures for evaluating the teaching process, its outcomes, procedures for evaluating the success in achieving the goals of teaching, both for students and teachers. 4. Will be familiar with methods and techniques specific to learning and teaching older students. 5. Through exercises, they will gain concrete experience with the procedures for creating and applying concrete different procedures for evaluating the results and outcomes of teaching (so-called knowledge tests with questions in different types and forms, procedures for evaluating the work of teachers, etc.) 6. Through exercises, they will gain experience in planning the teaching process of various teaching areas, in the creation of lesson plans, programs, as well as in the selection and specification of methods and teaching procedures for their realization
Lecturer / Teaching assistant
Methodology
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesWork psychology as an applied science
I week exercisesWork psychology as an applied science
II week lecturesProblems of work psychology
II week exercises Problems of work psychology
III week lectures Translation types Text translation Detect language Serbian English Spanish English Croatian Serbian Source text Psihološki korelati uspjeha na radu. Fizički uslovi rada. Psihološki korelati uspjeha na radu. auto_awesome Translate from: Bosnian ​ 57 / 5,000 Translation results Translation result Psychological correlates of success at work. Physical working conditions. ​ Send feedback Side panels Translation results available
III week exercises Translation types Text translation Detect language Serbian English Spanish English Croatian Serbian Source text Psihološki korelati uspjeha na radu. Fizički uslovi rada. Psihološki korelati uspjeha na radu. auto_awesome Translate from: Bosnian ​ 57 / 5,000 Translation results Translation result Psychological correlates of success at work. Physical working conditions. ​ Send feedback Side panels Translation results available
IV week lecturesErgonomic job requirements. Economy of time and movement. Circadian rhythms.
IV week exercisesErgonomic job requirements. Economy of time and movement. Circadian rhythms.
V week lecturesFactors that contribute to occupational injuries. Fatigue and monotony at work.
V week exercisesFactors that contribute to occupational injuries. Fatigue and monotony at work.
VI week lecturesFirst test
VI week exercisesFirst test
VII week lecturesProfessional orientation
VII week exercisesProfessional orientation
VIII week lecturesJob analysis. Areas of job analysis. Procedures for obtaining data in job analysis.
VIII week exercisesJob analysis. Areas of job analysis. Procedures for obtaining data in job analysis.
IX week lecturesProfessional orientation and selection. Ways of obtaining information about the candidate. Professional development of personnel.
IX week exercisesProfessional orientation and selection. Ways of obtaining information about the candidate. Professional development of personnel.
X week lecturesSecond test
X week exercisesSecond test
XI week lecturesPersonality and individual differences in organizational behavior
XI week exercisesPersonality and individual differences in organizational behavior
XII week lecturesInterpersonal communication in organizations
XII week exercisesInterpersonal communication in organizations
XIII week lecturesDecision making in organizations
XIII week exercisesDecision making in organizations
XIV week lecturesOrganizational structure and design
XIV week exercisesOrganizational structure and design
XV week lecturesFinal test
XV week exercisesFinal test
Student workloadWeekly 4 credits x 40/30 = 5 hours and 20 minutes Structure: 1 hour and 30 minutes of lectures 1 hour and 30 minutes of exercises 2 hours and 20 minutes of independent work including consultations
Per weekPer semester
6 credits x 40/30=8 hours and 0 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
3 hour(s) i 0 minuts
of independent work, including consultations 		Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts
Total workload for the subject:
6 x 30=180 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)
36 hour(s) i 0 minuts
Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations Students are required to attend classes regularly, participate in debates, and do two colloquiums.
ConsultationsStudents are required to attend classes regularly, participate in debates, and do two colloquiums.
LiteratureGrinberg, 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. Dunđerović, R. (2004): Osnovi psihologije menadžmenta, FAM,Novi Sad. Šira literature: Grubić – Nešić, L. (2005). Razvoj ljudskih resursa li spremnost na promjene, AB Print, Novi Sad. Arnold J., Silvester J., Patterson F., Robertson I., Cooper C., Burnes B. (2005): Work psychology, Prentice Hall, London. Bojanović R. ( 1988) Psihologija međuljudskih odnosa. Naučna knjiga, Beograd. Bolčić S. (2003): Svet rada u tranziciji, Plato, Beograd Petrović I. (1999) Večito pitanje: kako motivisati zaposlene.
Examination methodsTwo colloquiums with 20 points (Total 40 points), Attendance and excellence in class 10 points, Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / CASE STUDY (FOR CLINICAL, ORGANIZATIONAL AND PEDAGOGICAL PSYCHOLOGY)

Course:CASE STUDY (FOR CLINICAL, ORGANIZATIONAL AND PEDAGOGICAL PSYCHOLOGY)/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12547Obavezan161+5+0
ProgramsPSYCHOLOGY
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises
Student workload
Per weekPer semester
6 credits x 40/30=8 hours and 0 minuts
1 sat(a) theoretical classes
0 sat(a) practical classes
5 excercises
2 hour(s) i 0 minuts
of independent work, including consultations 		Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts
Total workload for the subject:
6 x 30=180 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)
36 hour(s) i 0 minuts
Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / MENTAL TESTING

Course:MENTAL TESTING/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12543Obavezan173+2+0
ProgramsPSYCHOLOGY
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 assistantBojana Miletić PhD, Anja Đurić MSc
MethodologyLectures, reports from testing and consultations.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesThe scientific approach to psychological measurement.
I week exercisesIntroducing the tests in our area, in the region, used to measure the mental ability.
II week lecturesThe emergence and development of psychological tests.
II week exercises About metric characteristics of tests. Methods for identification, standardization of tests.
III week lecturesPsychological tests and psychology of individual differences.
III week exercises KOG test
IV week lecturesClassification of tests according to the nature of tasks, route of administration, the subject of measurement, duration of use.
IV week exercisesTEM test
V week lecturesDefinitions of basic metric characteristics of knowledge tests.
V week exercisesAn example of a test of knowledge. The application of these tests and methods of evaluation.
VI week lecturesDefinitions of basic metric characteristics of the abilities tests and personality traits.
VI week exercisesInformation about the characteristics of the WIS test. Application of RPM test (for adults).
VII week lecturesThe validity of test results: definition, quantification, relations with other psychometric characteristics, selection problems.
VII week exercisesFirst test
VIII week lecturesTypes and sources of validation data.
VIII week exercises Raven and Bender - Gestalt test (application).
IX week lecturesThe content of the test, the process of answering.
IX week exercisesSecond test
X week lecturesThe internal structure of the test, relations with other variables.
X week exercisesDetermination of the internal structure of the test.
XI week lecturesConvergent and discriminant data.
XI week exercisesMethods of data interpretation.
XII week lecturesUse of non-verbal and verbal tests to measure childrens cognitive abilities.
XII week exercisesExamples of tests of verbal and non-verbal series for children and adults.
XIII week lecturesSets, evaluation, interpretation of results and writing reports (testing children).
XIII week exercisesApplication of tests to assess the cognitive maturity for preschool children.
XIV week lecturesApplication tests of mental ability to function prediction motivations, attitudes and value orientations at work.
XIV week exercisesTests in IO psychology - procedures of professional orientation and selection.
XV week lecturesSets, evaluation, interpretation of results and writing reports (testing adults).
XV week exercisesReports from group testing.
Student workloadweekly 5 credits x 40/30 = 6 hours and 40 minutes
Per weekPer semester
7 credits x 40/30=9 hours and 20 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
4 hour(s) i 20 minuts
of independent work, including consultations 		Classes and final exam:
9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts
Total workload for the subject:
7 x 30=210 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)
42 hour(s) i 0 minuts
Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 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.
ConsultationsAs the course requires fieldwork, students are under constant mentoring during the collection of data needed to write a report on group testing.
LiteratureJackson, 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 methodsAttendance 10 points Three tests with 10 points (30 points total) Report from the testing of 30 points
Special remarksNone
CommentNone
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSYCHODIAGNOSIS OF MENTAL AND BEHAVIORAL DISORDERS

Course:PSYCHODIAGNOSIS OF MENTAL AND BEHAVIORAL DISORDERS/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12544Obavezan173+2+0
ProgramsPSYCHOLOGY
Prerequisites Introduction to psychopathology, Personality psychology
Aims Acquiring knowledge about the subject, development, tasks, goals of clinical assessment. Subject and clinician identity determinations. Getting to know the scope, limitations and challenges of applying clinical assessment in different areas and working conditions.
Learning outcomes After the student passes this exam, they will be able to: 1. analyze the tasks and goals of clinical assessment in the context of instructions for psychological assessment; 2. plans the methodology of psychological testing depending on the purpose and purpose of the psychological assessment; 3. explain basic methodological terms regarding the character of psychological data; 4. compare different clinical assessment paradigms depending on the assessment context; 5. prepare an adequate battery of psychological measuring instruments depending on the referral question that was asked to the psychologist for the purpose of clinical assessment; 6. applies a psychological interview with the interviewees and within the framework of the same evaluates the behavior of the interviewees in the following domains: cognitive, affective and behavioral; . 7. organizes, prepares, plans and conducts a psychological examination of the intellectual abilities of the examinee; 8. evaluates and evaluates the results of the applied intelligence test in accordance with the professional and ethical codes and standards of the profession.
Lecturer / Teaching assistant Prof. dr Jasna Veljković, dr Helena Rosandić
MethodologyLectures and exercises. Applicability of the clinical assessment method in diverse, typical situations in practice.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesSubject, features and tasks of clinical assessment.
I week exercisesA refferal question.
II week lecturesClinical method and principles of clinical assessment, Periodization of development of clinical assessment.
II week exercises Establishing communication with subjects in clinical assessment situations.
III week lecturesThe role of the clinician and the clinicians assessment of individuals, couples and groups.
III week exercisesTwo ways of data integration and ways of interpretation.
IV week lecturesDiagnostic case file.
IV week exercisesCase file management. How to observe the interviewee.
V week lecturesAn interview as part of a case study.
V week exercisesWays of conducting the interview depending on the goal of the clinical assessment.
VI week lecturesPsychodiagnostic assessment of intelligence.
VI week exercisesWeksler intelligence scales - how to test the intelligence of adults.
VII week lecturesWechsler scales of intelligence: Viti - qualitative and quantitative analysis.
VII week exercisesAssignment and processing of Wekslers individual intelligence test.
VIII week lecturesAssessment of intellectual efficiency - intellectual efficiency and personality.
VIII week exercisesDifferences between verbal and non-verbal QI. Skater analysis.
IX week lecturesAssessment of efficiency loss in different psychopathological categories of respondents.
IX week exercisesCoefficient of deterioration.
X week lectures Assessment of impairment and decline in capacity.
X week exercisesEvaluation of the neurotics loss of efficacy.
XI week lecturesTheories of ability and the brain.
XI week exercisesAssessment of loss of efficacy in psychopaths and sociopaths.
XII week lecturesWeksler scales and brain dysfunctions.
XII week exercisesIndividual techniques for the detection of psychoorganicity.
XIII week lecturesSelf-description as the basis of personality assessment.
XIII week exercisesIntroducing students to the Cornel index questionnaire.
XIV week lecturesMinnesota Multiphasic Personality Inventory.
XIV week exercisesDisplay of the MMPI test, form 1 and form 2.
XV week lecturesInterpretation of the MMPI test, form 1 and form 2.
XV week exercisesPractice scoring and interpreting the MMPI 202 test.
Student workloadWeekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 3 hours of lectures 2 hours of exercises 4 hours and 20 minutes of independent work, including consultations
Per weekPer semester
7 credits x 40/30=9 hours and 20 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
4 hour(s) i 20 minuts
of independent work, including consultations 		Classes and final exam:
9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts
Total workload for the subject:
7 x 30=210 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)
42 hour(s) i 0 minuts
Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations Activity in clinical thinking, initiative in processing test results
ConsultationsOnce a week after class.
Literature1. Berger, J. (2004): Psychodiagnosis. Belgrade, Institute for textbooks and teaching aids. 2. Groth-Marnat, G. (1997) Handbook of Clinical Assessment. New York, John Wiley & Sons.
Examination methodsAttendance and participation in classes with 5 points; Excellence in class with 5 points; Two colloquiums with 20 points each (20 in total); Final exam with 50 points. A passing grade is obtained if at least 50 points are accumulated cumulatively.
Special remarksNone.
CommentNone.
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / FAMILY PSYCHOLOGY

Course:FAMILY PSYCHOLOGY/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12548Obavezan242+1+0
ProgramsPSYCHOLOGY
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises
Student workload
Per weekPer 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
Consultations
Literature
Examination methods
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY IN MANAGEMENT

Course:PSYCHOLOGY IN MANAGEMENT/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12551Obavezan242+2+0
ProgramsPSYCHOLOGY
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 assistantMirjana Kuljak, Dragica Rajkovic
MethodologyLectures, consultations, tests
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesIntroduction to Psychology of management.
I week exercisesProblems of psychology of management.
II week lecturesHuman 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 lecturesHuman resource management in local companies.
III week exercisesManagement development now and then (discussion).
IV week lecturesApproaches to the introduction of human resources management in a company in transition.
IV week exercisesManagement in crisis.
V week lecturesElements of the environment and human resources.
V week exercisesHuman Resource Planning.
VI week lecturesLeadership, organization and motivation in organization.
VI week exercisesPlaying organizational roles (workshop).
VII week lecturesSocial power and leadership.
VII week exercisesFirst colloquium
VIII week lecturesSources of managers social power.
VIII week exercisesPower (workshop)
IX week lecturesIdentification, selection and development of managers.
IX week exercisesSocial and personal characteristics of the management development.
X week lecturesPersonality traits and performance of managers.
X week exercisesSuccessful manager profile (workshop).
XI week lecturesManager motivation.
XI week exercisesSecond colloquium
XII week lecturesManagement development in practice.
XII week exercisesMotivational techniques in management.
XIII week lecturesJapanese management
XIII week exercisesDifference between western and eastern management.
XIV week lecturesLeadership: the nature of leadership and the impact on the organization.
XIV week exercisesDiscover leader (workshop).
XV week lecturesPsychosocial sources of stress, effects of stress, stress management.
XV week exercisesSource of stress for men and women who perform the role of manager.
Student workloadWeekly 4 credits x 40/30 = 5 hours and 20 min
Per weekPer 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.
ConsultationsGroup and individual on a weekly basis.
LiteratureMaslov, 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 methodsTwo 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:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / ELECTIVE SUBJECT(SOCIOLOGICAL RESEARCH IN THE FIELD OF CULTURE)

Course:ELECTIVE SUBJECT(SOCIOLOGICAL RESEARCH IN THE FIELD OF CULTURE)/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12553Izborni252+0+0
ProgramsPSYCHOLOGY
Prerequisites There is no condition
Aims Acquaintance of students with the theoretical specifics of the sociology of culture, contemporary cultural phenomena and the way in which cultural phenomena are researched.
Learning outcomes After taking the course, students will be able to:  Analyze and explain societys relationship to culture and its specific forms;  They analyze and critically judge the phenomena of contemporary culture  They investigate cultural phenomena and discuss them based on empirical data  They investigate the influence of the media on the creation of cultural practices  They understand the relationship between emotions and culture
Lecturer / Teaching assistantDoc. dr Miomirka Rakonjac
MethodologyLectures, exercises, seminars, conversation-dialogue, discussion, consultation
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesSociological study of culture
I week exercisesSeminar paper on "Culture and emotions"
II week lecturesFactors of culture (experience, custom, morality, beliefs, values, cultural patterns)
II week exercises An analytical review of a cultural factor
III week lecturesCulture and communication
III week exercisesVerbal and non-verbal communication through a cultural prism
IV week lecturesPlay and culture and play in culture
IV week exercisesJohan Huizinga (pp. 9-30); Božidar Tadić "Misterija igre" (pp. 9-50)
V week lecturesLifestyles in culture
V week exercisesSeminar paper : Burdije, P. „Klasni ukusi i životni stilovi“ u Đorđević, Jelena (2012): Studije kulture, Beograd: Službeni glasnik. (strana 155-178)
VI week lecturesFree time as a socio-cultural category
VI week exercisesRatko Božović "Temptation of free time"; Essay: Young peoples free time - way of organization and "use of free time"
VII week lecturesMass society and the consciousness industry
VII week exercisesTest I
VIII week lecturesPopular culture
VIII week exercisesPrint media and popular culture; Music and popular culture; Film and popular culture.
IX week lecturesCulture, subculture and counterculture
IX week exercisesGraffiti as an expression of subcultural styles
X week lecturesCulture of fear
X week exercisesHow is fear produced?
XI week lecturesSubject of sociology of mass communications
XI week exercisesDenis Mek Vejl "Masovne komunikacije"
XII week lecturesCulture and gender
XII week exercisesResearch on gender and gender relations in Montenegrin culture
XIII week lecturesCultural policy
XIII week exercisesTest II
XIV week lecturesEducation as an essential element of culture
XIV week exercisesDiscussion: "The importance and role of education in Montenegrin society"
XV week lecturesCultural identity
XV week exercisesAnalysis of colloquium results and preparation for the exam
Student workloadPer week: 4 credits x 40/30 = 5 hours and 20 minutes Load structure: 2 hours of lectures 0 hours of practice 3 hours and 20 minutes of independent work including consultations In the semester: Lessons and final exam: (5 hours and 20 minutes) x 16 = 85 hours and 20 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 2 x (6 hours and 40 minutes) = 10 hours and 40 minutes Total workload for the course: 4 x 30 = 120 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 - 30 hours. Load structure: 85 hours and 20 minutes (teaching) + 10 hours and 40 minutes (preparation) + 24 hours (additional work)
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
4 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 Attendance at classes, active participation in all aspects of the teaching process and development of critical awareness
ConsultationsIn agreement with the students
LiteratureLiteratura: Božović, R.R. (2009): Život kulture. Beograd: Filip Višnjić. Božović, R.R. (1991): Kultura potreba. Beograd: Naučna knjiga. Dorfles, G. (1997): Kič: antologija lošeg ukusa. Zagreb: Golden marketing. Eagleton, T. (2002): Ideja kulture. Zagreb: Naklada Jesenski i Turk. Fisk, Dž. (2001): Popularna kultura. Beograd: Clio. Gluščević, Z. (1990): Život u ružičastom. Beograd: Izdavačko preduzeće prosvjeta. Huizinga, J. (1970): Homo ludens : o podrijetlu kulture u igri. Zagreb: Matica hrvatska. Jameson, F. (1995):Postmodernizam u kasnom kapitalizmu. Beograd: KIZ “ART PRESS”. Koković, D.(2007): Društvo i medijski izazovi. Novi Sad: Filozofski fakultet. Lazar, Ž., Koković, D. (2020): Sociologija kulture sa elementima kulturne antropologije, Novi Sad: Mediterran Publishing. Koković, D. (1997): Pukotine kulture. Beograd: Prosveta Krivokapić, N., Teorijski pristupi slobodnom vremenu, Filozofki fakultet – Institut za psihologiju i sociologiju, Nikšić, 2008. Maširević, Lj. (2011): Postmoderna teorija i film na primeru kinematografije kventina tarantina, Beograd. (file:///C:/Users/miomi/Desktop/knjige/Postmoderna%20teorija%20i%20film%20(1).pdf) Marišević, M. (2020): Popularna kultura, Beograd: Visoka škola strukovnih studija - Beogradska politehnika, Odsek Akademije tehničkih strukovnih studija Beograd Prnjat, B. (1979): Kulturna politika. Beograd: Radnička štampa. Pođoli, R. (1975), Teorija avangardne umjetnosti, Beograd: Nolit Ranković, M. (1996). Opšta sociologija umetnosti. Beograd: Zavod za udžbenike i nastavna sredstva. (Poglavlje: str. 179-205). Tadić, B. (1985): Misterija igre- od magijskih rituala do političkih mitova. Subotica: Birografika.
Examination methodsTest I - 20 points Test II - 20 points Writing and presenting a seminar paper - 5 Attendance at lectures and exercises, participation in discussions-5 Final exam 50 points
Special remarks-
Comment-
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / ELECTIVE SUBJECTS/ HEALTH EDUCATION HYGIENE

Course:ELECTIVE SUBJECTS/ HEALTH EDUCATION HYGIENE/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12880Izborni252+0+0
ProgramsPSYCHOLOGY
Prerequisites None
Aims Subject Introducing students to basic knowledge in the field of hygiene and the most common diseases in preschool and school age.
Learning outcomes outcomes After passing this exam, the student will be able to: 1. using knowledge of the basics of hygiene and general health education, explain immunity, the basics of compulsory and optional vaccines, the need for vaccination, 2. notice the most common infectious diseases in preschool and school institutions , 3. detects adolescent neuroses and phobias
Lecturer / Teaching assistantfull professor Emilija Nikolic
Methodology Lectures, colloquia and consultations
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesThe role of social factors in the development of the disease Week III, exercises Causes of disease IV Sunday, pred. Immunity
I week exercisesnone
II week lecturesChildrens Health Program . Epidemiology of infectious diseases
II week exercises none
III week lecturesConditions for the appearance and development of infectious diseases The role of social factors in the development of the disease
III week exercisesnone
IV week lecturesCauses of disease IV week lecture Immunity
IV week exercisesnone
V week lecturesNatural immunity Artificial immunity Vaccines and vaccinations
V week exercisesnone
VI week lectures. Non-communicable diseases of childhood V week, practice Poor nutrition Obesity Tooth decay
VI week exercisesnone
VII week lecturesHealthy diet VI week, practice Properties, significance and division of food Fats Carbohydrates Proteins Vitamins Minerals
VII week exercisesnone
VIII week lecturesWater, Water circulation in nature. VII week, practice Water Pollution Exercises. Concentrated pollution. Bulk sources of pollution.
VIII week exercisesnone
IX week lecturescolloquium
IX week exercisesSignificance of physical activity for growth and development. Attendance at the a preschool institution as a factor in the development of morphological dimensions and motor abilities
X week lecturesIndicators of fine (fine) motor skills. Correction of colloquium I IX week, lect. Prevention of infectious diseases in preschool.
X week exercisesnone
XI week lecturesDisinfection. Pest control. Sterilization The most common infectious diseases in preschool
XI week exercisesnone
XII week lecturesOther preschool diseases. Skin diseases XI week, practice Scabies. Dermatomycosis
XII week exercisesnone
XIII week lecturesNight fear. Adolescent crisis XIII week, practice Night urination. Encopresis
XIII week exercisesnone
XIV week lecturesPersonal hygiene XIV week, practice Skin Hygiene. Hygiene of clothing and footwear XV week, lecture. Colloquium II
XIV week exercisesnone
XV week lecturescolloquium
XV week exercisesnone
Student workload. hours per week 5 credits x 40/30 = 4 hours Structure: 2 hours of lectures, 2 hours of exercises, 2 hours of independent work in preparation for the colloquium, including consultations Teaching and final exam 4 hours x 16 = 64 hours Necessary preparations before the beginning of the semester 2 x 4 hours = 8 hours Total workload for the course 3 x 30 = 90 hours Additional work for exam preparation in the remedial exam period, including taking the remedial exam from 0-18 hours Load structure 64 hours, teaching + 8 hours -preparation + 18 hours-additional work
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
4 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 obliged to attend and follow classes, to work and surrender seminar work and to work on both colloquiums.
ConsultationsConsultations On the same day after the lecture, with a prior announcement
Literature: Emilija Nikolic, Health education and hygiene, Unirex group, 2017. Forms of knowledge testing and assessment Attendance at theoretical classes - 10 point
Examination methodsnone
Special remarksnone
Commentnone
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / ELECTIVE SUBJECT /EARLY CHILDHOOD PEDAGOGY

Course:ELECTIVE SUBJECT /EARLY CHILDHOOD PEDAGOGY/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12881Izborni252+0+0
ProgramsPSYCHOLOGY
Prerequisites There are no requirements for registering and listening to the subject
Aims Acquaintance of students with the reasons for the emergence of different conceptions and models of preschool education. Introducing students to the types and characteristics of epistemological paradigms of pedagogical research.; Acquainting students with the concept and ideas of active learning at preschool age, encouraging students to think critically and compare the modern models of education.
Learning outcomes Getting to know and understanding the reasons for the emergence of different concepts and models of preschool education. Consideration, comparison and analysis of different models and characteristics of epistemological paradigms of pedagogical research.; Understanding and evaluating concepts and ideas of active learning at preschool age. critical reflection and comparative analysis of modern education models.
Lecturer / Teaching assistantprof.dr Tatjana Novović
MethodologyLectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesContradictory issues of early preschool education
I week exercisesAnalysis and discussion of contradictory aspects of preschool education debates
II week lecturesScientific foundation of educational practice in preschool institutions
II week exercises Consideration and comparison of different scientific models of childhood
III week lecturesScientific foundation of educational practice in preschool institutions
III week exercisesConsideration and comparison of different scientific models of childhood
IV week lecturesConception of the child, his development and upbringing
IV week exercisesModels of childhood - analysis of the specificity of the traditional model of childhood in our culture positive sides and shortcomings
V week lecturesChildhood as a cultural-historical creation (Concepts and approaches; understanding of childhood)
V week exercisesAnalysis of 4 scientific models, observation of similarities and differences, comparison with the current understanding of childhood in our culture
VI week lecturesfirst colloquium
VI week exercisesAnalysis of essays on the topic of different models of childhood, using relevant sources
VII week lecturesScientific and other conceptions of childhood (Historical, sociological, ethnographic, psychological, literary)
VII week exercisesConversation, analysis of different models of childhood essay presentation
VIII week lecturesNew research methods (action research, ethnographic approach, practitioner research)
VIII week exercisesQvalitative, quantitative research - discussion of advantages and disadvantages
IX week lecturesThe context of an early childhood education institution, a holistic approach
IX week exercisesessay presentation, conversation
X week lecturesChanging the context and educational practices of kindergartens
X week exercisesFloor plan of the working environment of the preschool institution
XI week lecturesCurricula of early education and education
XI week exercisescurriculums, differences, reasons for changes discussion
XII week lecturesChild- and process-oriented curricula
XII week exercisesclosed, open curriculum KWL technique
XIII week lecturesEarly childhood education institutions as a self-organizing and open system
XIII week exercisesconversations and angles: child, educator, parent
XIV week lecturesThe role of professionals in preschool institutions as open systems
XIV week exercisesdevelopment of educators as reflective practitioners - assumptions, needs, perspectives discussion
XV week lecturessecond colloquium
XV week exercisesdiscussion about the results of the coquium and other questions from the content of the course
Student workload6 credits x 40/30=8 hours and 0 minutes 2 hour(s) of theoretical lecture 0 hour(s) of practical lecture 1 exercise 5 hour(s) and 0 minutes independent work, including consultations During the semester Classes and final exam: 8 hours and 0 minutes x 16 = 128 hours and 0 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hours and 0 minutes x 2 = 16 hours and 0 minutes Total workload for the subject: 6 x 30=180 hours Supplementary work for exam preparation in the remedial exam period, including taking a make-up exam from 0 to 30 hours (remaining time from the first two items to the total load for the subject) 36 hours and 0 minutes Load structure: 128 hours and 0 minutes (teaching), 16 hours and 0 minutes (preparation), 36 hours and 0 minutes (additional work)
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
4 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 attendance, essay, tests
ConsultationsConsultations by appointment
LiteratureArijes, F., Vekovi detinjstva, ZUNS, Beograd, 1989, 176-185, 210-218. • Bruner, J., Kultura obrazovanja, Eduka, Zagreb, 2000, 17-55, 139-157. • Marjanović, A (1987). at al: Dečiji vrtić kao otvoreni sistem, Predškolsko dete, 1-4 • Marjanović, A (1987).: Protivrečna pitanja javnog vaspitanja predškolske dece, Predškolsko dete, 1-4 • Miljak,A. (1996) : Humanistički pristup teoriji i praksi predškolskog odgoja. Zagreb, Persona. • Pešić, M. (1998);: Pedagogija u akciji-metodološki priručnik, IPA, Beograd • Vigotski, L. Učenje i razvoj u predškolskom uzrastu, Predškolsko dete, • Horvat, L. (1986) ::Predškolsko vaspitanje i intelektualni razvoj, ZUNS, Beograd. • Petrovič-Sočo B.: Kontekst ustanove za rani odgoj i obrazovanje, holistički pristup • Petrovič-Sočo, B: Mijenjanje konteksta i odgojne prakse dječjih vrtića • Slunjski E. (2009): Dječji vrtić - Zajednica koja uči, Spektar Media d.o.o. iz Zagreb Novović, T., Mićanović, V. (2019): Predškolstvo u Crnoj Goriod pedagoške koncepcije ka praksi, Podgorica: Zavod za udžbenike i nastavna sredstva Crne Gore, ISBN 978-86-303-2290-7, COBISSCG-ID 39427856
Examination methodstests, activity, oral exam
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSYCHOTHERAPY MODALITIES (FOR CLINICAL, ORGANIZATIONAL AND PEDAGOGICAL PRACTICE)

Course:PSYCHOTHERAPY MODALITIES (FOR CLINICAL, ORGANIZATIONAL AND PEDAGOGICAL PRACTICE)/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12552Obavezan250+5+0
ProgramsPSYCHOLOGY
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises
Student workload
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
0 sat(a) theoretical classes
0 sat(a) practical classes
5 excercises
1 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
Consultations
Literature
Examination methods
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / CLINICAL PSYCHOLOGICAL FINDINGS AND INTERVENTIONS

Course:CLINICAL PSYCHOLOGICAL FINDINGS AND INTERVENTIONS/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12549Obavezan263+2+0
ProgramsPSYCHOLOGY
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises
Student workload
Per weekPer semester
6 credits x 40/30=8 hours and 0 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
3 hour(s) i 0 minuts
of independent work, including consultations 		Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts
Total workload for the subject:
6 x 30=180 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)
36 hour(s) i 0 minuts
Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGY OF LEARNING AND TEACHING

Course:PSYCHOLOGY OF LEARNING AND TEACHING/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12550Obavezan263+2+0
ProgramsPSYCHOLOGY
Prerequisites Passed exams in Learning Psychology and Memory and Thinking Psychology.
Aims The aim of the course is to deepen and connect 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 passing the exam in this subject, the student will: Be familiar with the perspectives of different schools and trends in psychology regarding the theoretical and practical aspects of the educational process. Be acquainted with the basic methods and techniques in teaching and learning within various disciplines - natural sciences, mathematics, and so-called social sciences. Be knowledgeable about the procedures for evaluating the teaching process, its outcomes, and procedures for assessing the success in achieving teaching objectives, both of students and teachers. Be familiar with methods and techniques specific to teaching and learning for older learners. Through exercises, gain concrete experience with the procedures for creating and applying various assessment methods and techniques in teaching outcomes (e.g., knowledge tests with questions in various forms, evaluation procedures for teacher performance, etc.). Through exercises, gain experience in planning the teaching process for various teaching areas, creating teaching plans, programs, as well as selecting and specifying methods and teaching procedures for their implementation.
Lecturer / Teaching assistantMilica Drobac-Pavićević, Ph.D Dragica Rajković, M.Sc
MethodologyOral lectures and practical exercises. Oral presentations by participants, followed by discussion.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesThe relationship between learning as a theoretical construct and teaching as a practical activity
I week exercisesThe relationship between learning as a theoretical construct and teaching as a practical activity
II week lecturesPsychological systems and school learning 1: traditional approaches (behaviorism, gestalt)
II week exercises Psychological systems and school learning 1: traditional approaches (behaviorism, gestalt)
III week lecturesPsychological systems and school learning 2: contemporary approaches (cognitive and humanistic)
III week exercisesPsychological systems and school learning 2: contemporary approaches (cognitive and humanistic)
IV week lecturesPotentials for school learning 1: structure of intellectual abilities and cognitive style
IV week exercisesPotentials for school learning 1: structure of intellectual abilities and cognitive style
V week lecturesPotentials for school learning 2: personality structure; interaction of personality and factors of school learning
V week exercisesPotentials for school learning 2: personality structure; interaction of personality and factors of school learning
VI week lecturesMethods and techniques of school teaching (teacher activities)
VI week exercisesMethods and techniques of school teaching (teacher activities)
VII week lecturesFree week
VII week exercisesI colloquium
VIII week lecturesMethods and techniques of school learning (student activities)
VIII week exercisesMethods and techniques of school learning (student activities)
IX week lecturesAcquisition of reading skills: prerequisites; components of skill.
IX week exercisesAcquisition of reading skills: prerequisites; components of skill.
X week lecturesReading comprehension as the basis of school learning
X week exercisesReading comprehension as the basis of school learning
XI week lecturesLearning mathematics and natural sciences
XI week exercisesLearning mathematics and natural sciences
XII week lecturesMonitoring, assessment, and measurement of the effects of school learning
XII week exercisesMonitoring, assessment, and measurement of the effects of school learning
XIII week lecturesFree week
XIII week exercisesII colloquium
XIV week lecturesEvaluation of teachers work
XIV week exercisesEvaluation of teachers work
XV week lecturesTeaching in adulthood
XV week exercisesTeaching in adulthood
Student workload In the semester: Teaching and final exam: 8 hours x 16 = 128 hours Necessary preparation before the start of the semester (administration, enrollment, verification) 2 x (8 hours) = 16 hours Total workload for the subject: 6 x 30 = 180 hours Additional work for exam preparation in the retake exam period, including retake exam (from 0 to 36 hours, remaining time from the first two items to the total workload for the subject) Workload structure: 128 hours (teaching) + 16 hours (preparation) + 36 hours (additional work)
Per weekPer semester
6 credits x 40/30=8 hours and 0 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
3 hour(s) i 0 minuts
of independent work, including consultations 		Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts
Total workload for the subject:
6 x 30=180 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)
36 hour(s) i 0 minuts
Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations Attendance in classes. Two thirty-minute oral presentations to defend the topic. Participation in discussions following colleagues presentations.
ConsultationsOptional.
LiteratureVidović, V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP-VERN’ (odabrana poglavlja) Lalović, D. (2012). 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.
Examination methodsWritten colloquiums, evaluation of oral presentations, assessment of participation in discussions, final oral exam.
Special remarks-
Comment-
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / METHODOLOGY OF TEACHING READING AND WRITING

Course:METHODOLOGY OF TEACHING READING AND WRITING/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
13356Obavezan342+0+0
ProgramsPSYCHOLOGY
Prerequisites none
Aims Acquiring knowledge about the methodology of teaching reading and writing as a scientific and teaching discipline. Getting to know the development of writing and literacy in a historical dimension with an emphasis on elements close to or belonging to psychology. Acquiring knowledge about the development of literacy in an individual. Mastering the general methodical concepts of teaching reading and writing, elements of organized models for adopting different types of reading and writing. Understanding and analysis of the process of reading and writing, the process of their acquisition and development. Training students to identify students who have difficulties in reading and writing and proposing solutions for the methodical improvement of this teaching.
Learning outcomes After the student passes this exam, he/she will be able to: 1. define basic terms from the methodology of teaching reading and writing; 2. explain the development of writing and literacy in a phylogenetic and ontogenetic context; 3. describe the processes of acquiring different types of reading and writing starting from initial literacy; 4. explain methodological approaches to learning to read and write, teaching methods, techniques, strategies, and learning procedures; 5. evaluates students progress in mastering reading and writing by applying appropriate measuring instruments; 6. proposes corrections in the systematic procedures of learning to read and write under the identified difficulties and disorders of reading and writing. ​
Lecturer / Teaching assistantAssociate Professor Dijana Vučković
MethodologyLectures and discussions. Preparation of one seminar paper on a given topic from one of the subject areas. Consultations. Studying for colloquiums and the final exam.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesScientific and teaching character of the methodology, interdisciplinarity. Subject and tasks of reading and writing methodology. Connection of teaching methodology with psychological disciplines. ​
I week exercises/
II week lecturesDevelopment of reading and writing throughout history. The appearance and improvement of the alphabet. Todays types of alphabets. The influence of literacy on the development of civilization.
II week exercises /
III week lecturesBasics of the reading and writing process - physiological, psychological, linguistic, communicative. Studies of reading and writing in the school setting.
III week exercises/
IV week lecturesReading process - how do we read?
IV week exercises/
V week lecturesLearning to read.
V week exercises/
VI week lecturesLearning to write. Colloquium.
VI week exercises/
VII week lecturesInitial acquisition of reading and writing. Periodization of initial reading and writing classes, school programs, textbooks and other sources of knowledge.
VII week exercises/
VIII week lecturesMethods and procedures of initial literacy. Techniques and strategies for successful mastery of reading and writing. Specifics of learning two or more alphabets. Early literacy.
VIII week exercises/
IX week lecturesDifficulties and disorders in learning to read and write.
IX week exercises/
X week lecturesTypes of reading represented in school programs: loud, silent, interpretive, predictive, fast, guided, spontaneous, close, (a)sympathetic... Hypertext reading. A developmental approach to types of reading.
X week exercises/
XI week lecturesContemporary understanding of reading literacy - definition, types and situations of reading, types of text, reading comprehension.
XI week exercises/
XII week lecturesLearning by reading different verbal content. Use of graphic organizers of knowledge. Reading in classes of different subjects.
XII week exercises/
XIII week lecturesPupils written creativity - artistic and non-artistic (scientific-popular) style. II colloquium
XIII week exercises/
XIV week lecturesPresentations and analyses of students independently realized activities - seminar papers.
XIV week exercises/
XV week lecturesFinal exam.
XV week exercises/
Student workloadWeekly 3 credits x 40/30 = 4 hours Structure: 2 hours of lectures 2 hours of independent work including consultation During the semester Classes and final exam 4x16=64 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x 4 = 8 hours Total workload for the course 3x30= 90 hours Supplementary work for exam preparation in the remedial exam period, including taking a make-up exam from 0 to 18 hours (remaining time from the first two items of the total workload for the course) Load structure; 64 hours (teaching) + 8 hours (preparation) + 18 hours (additional work) ​
Per weekPer semester
4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
3 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, participate in discussions, and do two colloquiums. They prepare one seminar paper each. The work is presented in front of the group and everyone participates in the discussion. Taking the final exam is mandatory.
ConsultationsWednesday, 2–3 pm, room 105.
LiteratureČudina-Obradović, Mira: Psihologija čitanja – od motivacije do razumijevanja. Golden marketing – Tehnička knjiga i Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, 2014. Milatović, Vuk: Metodika nastave početnog čitanja i pisanja, Topy, Beograd, 2005. Dehaene, Stanislas: Čitanje u mozgu – znanost i evolucija ljudskog izuma, Algoritam, Zagreb, 2013. Visinko, Karol: Čitanje – poučavanje i učenje, Školska knjiga, Zagreb, 2014. PISA 2015 – Draft Reading Literacy Framework, OECD, 2013, dostupno na http://www.oecd.org. Bugarski, Ranko: Pismo, Čigoja, Beograd, 2009.
Examination methodsattendance and participation in classes with 5 points;  seminar work with 15 points;  two colloquiums with 15 points each (30 in total);  final exam with 50 points. Grades: 50 - 59 (E), 60 - 69 (D), 70 – 79 (C), 80- 89 (B), 90 – 100 (A).
Special remarks/
Comment/
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / MODERN EDUCATIONAL SYSTEMS

Course:MODERN EDUCATIONAL SYSTEMS/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
13340Izborni352+0+0
ProgramsPSYCHOLOGY
Prerequisites There are no conditions for applying and studying the subject
Aims - Acquaint students with the basic theoretical foundations of modern educational systems and methods of their comparison; - Train students for an active role in the processes of reform and improvement of the educational system; - Train students for an active role in society from an educational point of view; - To train students for reasoned questioning of modern educational theories, practices and policies;
Learning outcomes - Understanding of modern pedagogical concepts on which current educational systems are based; - Understanding cultural-scientific, psychological, sociological, etc. aspects that influence the educational process; - Understanding current educational models and concepts; Interpreting and critically analyzing various curricular processes and products in modern educational systems; - Getting to know and comparing educational systems of different countries; - Understanding and critical analysis of educational trends;
Lecturer / Teaching assistantProf. dr Saša Milić
MethodologyLectures, workshops and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesTheoretical foundations of contemporary education systems
I week exercises
II week lecturesPedagogical concepts of contemporary education systems I
II week exercises
III week lecturesPedagogical concepts of contemporary education systems II
III week exercises
IV week lecturesContemporary education models /Reggio Emilia, Waldorf/
IV week exercises
V week lecturesContemporary education models /Montessori, Step by Step/
V week exercises
VI week lecturesContemporary education models /High Scope, Creative Curriculum/
VI week exercises
VII week lecturesI test/colloquium
VII week exercises
VIII week lecturesComparative studies of European education systems /selected countries/
VIII week exercises
IX week lecturesComparative studies of Asian education systems /selected countries/
IX week exercises
X week lecturesComparative studies of American education systems /USA, Canada/
X week exercises
XI week lecturesInternational programs of evaluation of education systems
XI week exercises
XII week lecturesInternational programs of improvement of education
XII week exercises
XIII week lecturesGlobal aspects of reform of education systems
XIII week exercises
XIV week lecturesII test/colloquium
XIV week exercises
XV week lecturesFinal exam
XV week exercises
Student workloadClasses and final exam: 6 x 16 = 96 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (4 hours) = 8 hours Total load for the course 90 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 a.m. to 10 p.m. (remaining time from the first two items to the total workload for the course) Load structure: 60 hours (teaching) + 8 hours (preparation) + 22 hours (additional work)
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
4 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 Lectures, workshops and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.
ConsultationsWednesday 12:30, room no. 316
Literatureo Milić. S. (2008). Savremeni obrazovni sistemi. Podgorica: Univerzitet Crne Gore. o Benavot, A. & Braslavsky, C. (2006). School Knowledge in Comparative and Historical Perspective. Hong Kong: Comparative Education Research Center & Springer. o Spasenović, V. (2013). Školski sistemi iz komparativne perspektive. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu. o Armstrong, T. (2008). Najbolje škole – kako istraživanje čovjeka može usmjeravati pedagošku praksu. Zagreb: Educa.
Examination methods- Two tests with 20 points (Total 40 points), - Highlighting during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarksNo
Commenthttp://studiegids.ugent.be/2016/EN/studiefiches/H001891.pdf http://www.ffri.uniri.hr/files/studijskiprogrami/PED_program_preddipl_1P_2015-2016.pdf
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / EDUCATIONAL POLICY

Course:EDUCATIONAL POLICY/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
13357Izborni352+0+0
ProgramsPSYCHOLOGY
Prerequisites There are no pre-conditions for the attendance of this course.
Aims * Acquaintance of students with the essence of educational policy, its terminology, activity and contemporary tendencies in the creation of educational policies; * Introducing students to educational policy as a field of research and its analysis in the context of globalization; *Training of students for critical reflection and comparative analysis of the transfer of educational policies.
Learning outcomes After the student passes this exam, he will be able to: - Explain and analyze contemporary trends in the creation of educational policies; - Explain and apply the basic tools for creating educational policy; - Analyzes the relationship of educational policy to the problems and issues of the educational system; - Describe and explain the basic postulates of educational policy, its creators, ways of adaptation, creation and implementation of reform processes; - Explain the principles of education policy budgeting.
Lecturer / Teaching assistantProfessor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
MethodologyLectures and discussions. The preparation of one essay on a given topic, from one area of curriculum. Studying for tests and a final exam. Consultations.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesWhat is educational policy (types and aspects)
I week exercisesGetting to know each other. Presentation of the rules for creating and presenting essays, choosing and agreeing on the time frame for student presentations.
II week lecturesCycle of educational policies
II week exercises Analysis of the cycle of educational policies. Work in small groups on previously prepared materials. Presentation of students and analysis of essays after their presentation.
III week lecturesLearning educational policy
III week exercisesWork in small groups on previously prepared materials. Presentation of students and analysis of essays on educational policy learning topics, discussion after their presentation.
IV week lecturesReadiness for changes in educational policy
IV week exercisesWorkshop on "Changes in educational policy", discussion
V week lecturesEducational policy as a field of research
V week exercisesAnalysis of excerpts from professional articles on research topics in educational policy. Essay presentation and analysis, discussion.
VI week lecturesGlobalization and education
VI week exercisesAdditional clarification of terminology. Watching the documentary "Globalization and Education", discussion. Presentation and analysis of essays that are scheduled for this week.
VII week lecturesI test
VII week exercisesTest analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lecturesInternational organizations and global education policy
VIII week exercisesAnalysis of international organizations such as: UNESCO, OECD, World Bank and EU. Discussion on the connection and influence of international organizations on global education policy. Presentation of essays and their analysis.
IX week lecturesTransfer of educational policies
IX week exercisesWork in groups according to the prepared material. Presentation of essays and discussion after their presentation.
X week lecturesEffects of the transfer of educational policies
X week exercisesDebate on the topic "Effects of transfer of educational policies"
XI week lecturesInternational tests of student achievement; The concept of education based on outcomes
XI week exercisesAnalysis of international examinations of student achievements, work on pre-prepared materials in small groups. Student exposition and essay analysis on outcomes-based education concept topics.
XII week lecturesDual model of secondary professional education; Public private partnership in education
XII week exercisesBrainstorming - Dual model of secondary professional education. Presentations and analyzes of essays on the topics of the dual model of secondary professional education and public-private partnership in education
XIII week lecturesBasic dimensions of the quality of educational systems (Effectiveness; Efficiency)
XIII week exercisesPresentation of smaller group projects. Presentation of students and analysis of essays, discussion
XIV week lecturesBasic dimensions of the quality of educational systems (Equity; Relevance; and Sustainability)
XIV week exercisesWork in small groups, additional explanations of terminology, essay presentation and discussion
XV week lectures II test
XV week exercisesTest analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
Student workloadWeekly 6 credits x 40/30 = 8 hours Structure: 3 hours of lectures 1 hour of exercises 4 hours of independent work, including consultations In the course of the semester Teaching and final exam: 8 hours x 16 = 128 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (8 hours) = 16 hours Total workload for the course 6x30 = 180 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 36 hours (remaining time from the first two items to the total load for the courses) Load structure: 128 hours (Teaching) + 16 hours (Preparation) + 36 hours (Supplementary work)
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
4 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 discussions and working two tests. Students prepare an essay and participate in the discussion after the presentation of essays.
ConsultationsBy agreement, email
Literature- Bodroski-Spariosu, B. (2007). Efikasnost i pravičnost obrazovnih sistema u evropskim politikama obrazovanja, Nastava i vaspitanje. 3, str. 264-282. - Bodroski-Spariosu, B. (2010). Osnovne dimenzije kvaliteta obrazovnih sistema, Nastava i vaspitanje, 4, str. 618-631. - Đurišić-Bojanović, M (2007). Spremnost za promene: nove kompetencije za društvo znanja. Zbornik Instituta za pedagoška istraživanja, 2, str. 211-224. - Spasenović, V. (2019). Obrazovna politika .Institut za pedagogiju i andragogiju: Beograd. - Ziljak, T. (2009). Kako uče oni koji stvaraju obrazovnu politiku. Zbornik radova IV Medjunarodne konferencije Neformalno obrazovanje i informalno učenje odraslih, str. 237-248.  Anderson, James E. (2003). Public policymaking. Boston, MA: Houghton Mifflin Company.  Odden, Allan. (1991). Education policy implementation. Albany, NY: SUNY Press.  Honig, Meredith. (2006). New directions in education policy implementation: confronting complexity. Albany, NY: SUNY Press.  Sowell, Thomas. (2007). A conflict of visions: Ideological origins of political struggles. New York, NY: Basic books.  Fullan, M. (2009). Large-scale reform comes of age. Journal of educational change, 10(2-3), 101-113.  Haddad, W. (1994). The dynamics of education policymaking: Case studies of Burkina Faso, Jordan, Peru and Thailand. Washington DC: World Bank.  Fullan, M. (1999). The three stories of education reform. Phi Delta Kappan, 76(701-712). URL: http://ww w.pdkintl.org/kappan/kful0004.htm
Examination methods- Two tests max 18 points (36 points total); - Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 10 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at 51 points.
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / DEVELOPMENTAL PROBLEMS IN INCLUSIVE EDUCATION

Course:DEVELOPMENTAL PROBLEMS IN INCLUSIVE EDUCATION/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
13358Izborni352+0+0
ProgramsPSYCHOLOGY
Prerequisites There are no conditions
Aims Familiarization with the specifics of developmental disorders and difficulties; Training students to recognize and explain developmental impairments and difficulties; Introducing students to practical solutions for the implementation of inclusive education and strategies for sensitizing other children to the needs and problems of children with special educational needs; Training students to make IROP; Training students to observe and assess children with special educational needs; Introducing students to the means and aids in working with children with special educational needs; Introducing students to practical solutions and implementation of various methods in working with children with special educational needs;
Learning outcomes After passing the exam, the student will be able to: - Explain the specifics of developmental disorders; Analyzes the theoretical foundations of integration and inclusion; - Recognize and explain developmental disturbances and difficulties; It produces IROP; Independently monitors and evaluates a child with special educational needs; Explains the ambience of the study for working with children with disabilities and developmental disabilities; Understands the mechanisms of improving the system of upbringing and education of children with special educational needs; Provides assistance and support to children with developmental problems and disabilities; Successfully implements a range of different methods in working with children with special educational needs.
Lecturer / Teaching assistantPhD Nada Šakotić
MethodologyLectures, discussions and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesIntegration and inclusion
I week exercisesTerminological clarifications of the terms "integration" and "inclusion", as well as the roots of these two models.
II week lecturesTerminology and classification
II week exercises Workshop: "How prejudices and stereotypes develop and the importance of terminology"
III week lecturesThe role of psychologists in inclusive education
III week exercisesDiscussion, workshop mode – Roleplay ("When I step into someone elses shoes")
IV week lectures Children with visual impairments
IV week exercisesBraille
V week lecturesChildren with hearing impairments
V week exercises Watching the film "Children of the Smaller Number", discussion
VI week lecturesChildren with slow cognitive development DKD
VI week exercisesVisit to the Institute "Komanski most" in Podgorica
VII week lecturesChildren with voice, speech and language disorders
VII week exercisesPresentation of essays and discussion after their presentation
VIII week lecturesChildren with motor disorders and chronic diseases
VIII week exercisesReview of the film "Water Dance" and discussion
IX week lecturesSocially maladjusted children and children with behavioral problems
IX week exercises Work in groups according to prepared material, presentation of essays and discussion
X week lecturesChildren with ADHD
X week exercisesReview of the book "Children who are difficult to Raise", discussion
XI week lecturesHypoactive child
XI week exercisesGroup work, presentation of essays and discussion
XII week lectures Children with emotional and social adjustment difficulties
XII week exercisesAdditional explanation of emotional problems and difficulties in social adaptation, presentations of essays
XIII week lecturesChildren with autism
XIII week exercisesWatching the movie "Rain Man", discussion
XIV week lecturesAcalculia-dyscalculia; Dyslexia – dysgraphia;
XIV week exercisesEssay presentations and discussions
XV week lectures Knowledge test
XV week exercisesGroup work, essay presentations and discussions
Student workloadWeekly 5 credits x 40/30=6 hours and 40 minutes 2 hour(s) of theoretical lecture 0 hour(s) of practical lecture 1 exercise 3 hours and 40 minutes independent work, including consultations During the semester Lessons and final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hours and 40 minutes x 2 = 13 hours and 20 minutes Total workload for the course: 5 x 30=150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total workload for the course) 30 hours and 0 minutes Load structure: 106 hours and 40 minutes (teaching), 13 hours and 20 minutes (preparation), 30 hours and 0 minutes (additional work)
Per weekPer semester
5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
0 excercises
4 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, participate in debates and take a test. Students prepare one essay each and participate in a discussion after the presentation of the essay.
ConsultationsTuesday at 12.30 pm
Literature-Daniels, E. i Staford, K. (2002): Uključivanje djece sa posebnim potrebama u redovni vaspitno-obrazovni proces, Pedagoški centar Crne Gore, Podgorica; -Heekin, Š. i Mengel, P. (1997) : Priručnik »Novi prijatelji«, Mali profesor, Zagreb; - Mišić, D. (1995): Inklizija ili potpuno uključivanje, Defektološki fakultet, Zagreb; - Savez društava defektologa Hrvatske (1997): Integracija graničnih slučajeva u redovnu Osnovnu školu, Zagreb; - Stančić, V. (1985): Djeca sa teškoćama u razvoju u redovnoj školi, Zagreb; - Dimić, D. (2005): Deca sa blagim smetnjama u razvoju u učenju u odelenjima redovne Osnovne škole, Novi Sad; - Vukajlović B. (2004): Inkluzivno obrazovanje, Naučna knjiga, Banja Luka; - Šakotić,N. (2005): Ljevorukost u Osnovnoj školi, Podgorica; - Šakotić,N. (2008): Efekti inkluzivne prakse u osnovnim školama u Crnoj Gori. Doktorska disertacija; - Šakotić, N. (2012): Uticaj integracije na socijalni razvoj djece sa usporenim kognitivnim razvojem, Institut društvenih nauka –Centar za ekonomska istraživanja, Beograd; - Šakotić, N. (2014): Sociometric position of students in highschool education programe in condition of inclusion In: The 2nd International Conference on Research and Education – „Challenges Toward the Future“,Shkodra; - Šakotić, N., Kosić, S., Kustudić, M., Čolović, R. (2018): Priručnik za djecu sa i bez ostatka sluha, JU Resursnicentar za sluh i govor „Dr Peruta Ivanović“, Kotor; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić. - Šakotić, N. (2023): Osnove inkluzivnog obrazovanja, MINS Knežević doo, Nikšić.
Examination methods- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 51 points
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / METHODOLOGY OF SCIENTIFIC RESEARCH WORK

Course:METHODOLOGY OF SCIENTIFIC RESEARCH WORK/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
12501Obavezan372+2+0
ProgramsPSYCHOLOGY
Prerequisites No conditions
Aims Acquaint students with new achievements of scientific research work in key areas of applied psychology (clinical, organizational, pedagogical), encourage them to participate in scientific and research work, and train them to independently implement projects.
Learning outcomes Nakon što položi ovaj predmet, student će biti u mogućnosti da: 1. Razumije principe naučno – istraživačkog rada; 2. Opiše prednosti i nedostatke pojedinih metoda i tehnika istraživanja; 3. Primjeni savremene metode u svom naučno - istraživačkom radu
Lecturer / Teaching assistantVasilije Gvozdenović, PhD
MethodologyLectures
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesPreparations for the beginning of the semester.
I week exercises
II week lecturesIntroduction to the methodology of scientific research work
II week exercises
III week lecturesScience, its role and tasks. Who can do science?
III week exercises
IV week lecturesScientific methods and technology of scientific research, principles of scientific knowledge
IV week exercises
V week lecturesThe difference between methodology and methodology
V week exercises
VI week lecturesScientific research as a process of communication
VI week exercises
VII week lecturesScientific research as a problem-solving process
VII week exercises
VIII week lecturesScientific design and phases of research
VIII week exercises
IX week lecturesResearch project
IX week exercises
X week lecturesDrafting of research
X week exercises
XI week lecturesRealization of research
XI week exercises
XII week lecturesDesign and processing of scientific and professional work
XII week exercises
XIII week lecturesPublication of scientific research papers.
XIII week exercises
XIV week lecturesMethod of presentation at scientific meetings and others
XIV week exercises
XV week lecturesReview
XV week exercises
Student workloadWeekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 2 hours of lectures 2 hours of exercises 4 hours of independent work, including consultations During the semester Classes and final exam: (9 hours and 20 minutes) x 16 = 149 hours and 20 minutes. Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (9 hours and 20 minutes) = 18 hours and 40 minutes. Total workload for the course 7 x 30 = 210 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam, amounts to 42 hours Load structure: 149 hours and 20 minutes. (Teaching) + 18 hours and 40 minutes (Preparation) + 42 hours (Supplementary work)
Per weekPer semester
7 credits x 40/30=9 hours and 20 minuts
2 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
5 hour(s) i 20 minuts
of independent work, including consultations 		Classes and final exam:
9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts
Total workload for the subject:
7 x 30=210 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)
42 hour(s) i 0 minuts
Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations Students are obliged to attend exercises in order to know how to apply the tests and analyze the obtained results. Students are required to write a case study.
Consultations
LiteratureFajgelj, S. (2005). Metode istraživanja ponašanja, (V dopunjeno izdanje ). Centar za primenjenu psihologiju. Beograd. Garner, M., Wagner, C., Kawulich, B. (2009). Teaching research methods in the social sciences. Ashgate. Burlington. Mejovšek, M. (2007). Metode znanstvenog istraživanja u društvenim i humanističkim znanostima. Naklada Slap. Zagreb. Milas, G. (2005). Istraživačke metode u psihologiji i drugim društvenim znanostima. Naklada Slap. Jastrebarsko. Milosavljević, N. (1989). Osnovi naučno istraživačkog rada. Naučna knjiga. Beograd. Ristić, Ž. (1995). O istraživanju, metodu i znanju. Institut za pedagoška istraživanja. Beograd
Examination methods
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSYCHOLOGICAL APPROACH IN SOCIAL WORK

Course:PSYCHOLOGICAL APPROACH IN SOCIAL WORK/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
13344Obavezan373+2+0
ProgramsPSYCHOLOGY
Prerequisites
Aims The student is expected to acquire the knowledge necessary for assessing, planning, and implementing interventions aimed at empowering individuals, groups, and families, in alignment with the psychosocial perspective. Additionally, the student will develop the skills required for assessing user needs and selecting appropriate interventions focused on facilitating the process of change.
Learning outcomes After passing this exam, the student will be able to: Understand the characteristics of the psychological approach in social work. Be familiar with developmental psychological theories. Identify the needs of individuals and families. Be knowledgeable about various assessment methods. Select appropriate interventions based on the difficulties and characteristics of the users. Understand and apply various interventions aimed at meeting the needs of users.
Lecturer / Teaching assistantDoc. dr Bojana miletić
MethodologyLectures: Presentation and discussion of key theoretical concepts and practical applications. Exercises: Practical application of knowledge through problem-solving, case studies, and group activities. Seminar Work: Independent or group research, preparation, and presentation of seminar papers on relevant topics. Consultations: Individual or group sessions to address specific questions and provide guidance. Exam Preparation: Independent study and review for midterm tests and the final exam.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesCharacteristics of the psychological approach in social work; psychological perspective in working with individuals and families.
I week exercises
II week lecturesDevelopmental psychological theories.
II week exercises
III week lecturesThe concept of life crises, planning, and implementing crisis interventions with individuals, families, and communities.
III week exercises
IV week lecturesIntroduction to the case management method.
IV week exercises
V week lecturesMidterm Exam I
V week exercises
VI week lecturesAssessment of the needs of children and families.
VI week exercises
VII week lecturesAssessment of the needs of adults and the elderly.
VII week exercises
VIII week lecturesThe influence of family and environmental factors.
VIII week exercises
IX week lecturesSpecial areas of assessment: Needs of children and parents during transitions caused by separation or divorce.
IX week exercises
X week lecturesChild abuse and neglect: Characteristics, recognition indicators, and interventions.
X week exercises
XI week lecturesMethods for assessing motivation for change.
XI week exercises
XII week lecturesTechniques for assessment in social work.
XII week exercises
XIII week lecturesMidterm Exam II
XIII week exercises
XIV week lecturesPlanning activities and services.
XIV week exercises
XV week lecturesFinal review and preparation for the exam.
XV week exercises
Student workloadWeekly: 7 ECTS Credits × 40/30 = 9 hours and 20 minutes 3 hours of lectures 2 hours of exercises 4 hours and 20 minutes of independent work, including consultations During the Semester: Classes and Final Exam: 9 hours and 20 minutes × 16 weeks = 149 hours and 20 minutes Preparation Before Semester (Administration, Enrollment, Registration): 2 × 9 hours and 20 minutes = 18 hours and 40 minutes Additional Work for Retake Exams: 42 hours Total Workload: 7 ECTS Credits × 30 hours = 210 hours
Per weekPer semester
7 credits x 40/30=9 hours and 20 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
4 hour(s) i 20 minuts
of independent work, including consultations 		Classes and final exam:
9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts
Total workload for the subject:
7 x 30=210 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)
42 hour(s) i 0 minuts
Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations Regular attendance at lectures and exercises is mandatory. During the semester, students knowledge is continuously assessed through: Practical problem-solving during exercises. Two midterm exams. A final exam.
Consultations
LiteratureLiteratura: 1. Žegarac N. (2015): Od problema do prilika u vođenju slučaja- priručnik, Kancelarija Programa Ujedinjenih nacija za razvoj (UNDP) u Crnoj Gori, Podgorica 2. Vlajković, J. (2005): Životne krize- prevencija i prevazilaženje, IP „Žarko Albulj“, Beograd 3. Arambašić, L. (2000.) (ur.) Psihološke krizne intervencije. Zagreb: Društvo za psihološku pomoć 4. Bronfenbrenner, U. (1979.) The ecology of human development. Cambridge, MA: Harvard Univeristy Press.
Examination methodsTwo Tests: Each test carries 20 points (total of 40 points). Seminar Work: 10 points. Final Exam: 50 points. Passing Grade: A minimum cumulative score of 51 points is required to pass the course.
Special remarks
Comment
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points

Faculty of Philosophy / PSYCHOLOGY / PSIHOPATOLOGIJA DJECE I MLADIH

Course:PSIHOPATOLOGIJA DJECE I MLADIH/
Course IDCourse statusSemesterECTS creditsLessons (Lessons+Exercises+Laboratory)
13354Obavezan373+2+0
ProgramsPSYCHOLOGY
Prerequisites None
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 assistantFull Professor Ivona Milačić Vidojević, specialist in medical psychology, Assistant Anja Đurić
MethodologyLectures, exercises, colloquium, final exam, consultation.
Plan and program of work
Preparing weekPreparation and registration of the semester
I week lecturesIntroduction to the study of child and adolescent psychopathology, developmental approach
I week exercisesThe theories of child development
II week lecturesApproaches towards psychopathology– diagnostic approaches
II week exercises Typical developmental problems and psycho-pathological phenomena
III week lecturesNeurodevelopmental disorders I Intelectual disability
III week exercisescase presentations
IV week lecturesNeurodevelopmental disorders II ADHD
IV week exercisescase presentations
V week lecturesNeurodevelopmental disorders III Autism spectrum disorders
V week exercisescase presentations
VI week lecturesNeurodevelopmental disorders IV Specific learning disorders
VI week exercisescase presentations
VII week lecturesNeurodevelopmental disorders V Communication disorders
VII week exercisescase presentations
VIII week lecturesDisruptive, impulse control and conduct disorders
VIII week exercisescase presentations
IX week lecturesChild neglect and abuse
IX week exercisescase presentations
X week lecturesAnxiety disorders
X week exercisescase presentations
XI week lecturesBipolar disorders and depressive disorders
XI week exercisescase presentations
XII week lecturesSchizophrenia spectrum
XII week exercisescase presentations
XIII week lecturesTrauma and stressor related disorders
XIII week exercisescase presentations
XIV week lecturesSubstance use disorders
XIV week exercisescase presentations
XV week lecturesStigmatization of persons with mental disorders
XV week exercisescase presentations
Student workload2 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 weekPer semester
7 credits x 40/30=9 hours and 20 minuts
3 sat(a) theoretical classes
0 sat(a) practical classes
2 excercises
4 hour(s) i 20 minuts
of independent work, including consultations 		Classes and final exam:
9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts
Necessary preparation before the beginning of the semester (administration, registration, certification):
9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts
Total workload for the subject:
7 x 30=210 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)
42 hour(s) i 0 minuts
Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations Attending lectures and exercises is mandatory
ConsultationsConsultation with teachers and associate are held with students once a week defined to the terms at the beginning of academic year
Literature1.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 methodsPresence 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 remarksNone
CommentNone
Grade:FEDCBA
Number of pointsless than 50 pointsgreater than or equal to 50 points and less than 60 pointsgreater than or equal to 60 points and less than 70 pointsgreater than or equal to 70 points and less than 80 pointsgreater than or equal to 80 points and less than 90 pointsgreater than or equal to 90 points
KEEP EDUCATING YOURSELF (KEY)
KEEP EDUCATING YOURSELF (KEY)
GEA International (Geo Eco-Eco Agro) Conference
GEA International (Geo Eco-Eco Agro) Conference
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