(in Polish) Diagnoza psychologiczna w edukacji WNP-P-PEPP-DS
1. Developmental patterns in childhood and adolescence.
2. Selected risks at different stages of development.
3. Analysis of available diagnostic methods: opportunities and challenges.
4. Diagnostic tools for assessing different areas of student functioning.
5. Characteristics and fundamental principles of post-diagnostic interventions in the Symptoms–Competencies–Traits Model.
6. The importance of functional assessment in the context of the International Classification of Functioning, Disability and Health (ICF).
6. Multidisciplinary assessment of a student’s level of functioning (WOPFU): analysis and interpretation.
8. Planning student support measures using the Individual Educational and Therapeutic Programme (IPET).
9. Case study: integration of diagnostic data and formulation of conclusions.
10. Ethical principles governing the diagnostic process.
(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się
(in Polish) Grupa przedmiotów ogólnouczenianych
Course coordinators
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
(in Polish) Punkty ECTS
Learning outcome code/codes
Type of subject
Preliminary Requirements
Learning outcomes
Knowledge (F.2.W1, F.2.W3)
- The student has knowledge of developmental patterns and the fundamentals of psychological assessment, including its objectives, stages, and methods used in educational settings.
- The student is familiar with diagnostic methods and tools and the principles of interpreting assessment results in the context of child and adolescent functioning.
Skills (F.2.U1, F.2.U2)
- The student is able to analyse diagnostic information concerning student functioning.
- The student is able to select appropriate methods for a specific assessment objective and identify possible directions for support.
Assessment criteria
Grade 5 (Very Good): The student demonstrates an excellent knowledge and understanding of developmental patterns, has a thorough understanding of the fundamentals of psychological assessment, and is able to apply appropriate psychological assessment tools to evaluate the functioning of children and adolescents.
Grade 4 (Good): The student demonstrates a good knowledge and understanding of developmental patterns, understands the fundamentals of psychological assessment, and is able to apply appropriate psychological assessment tools to evaluate the functioning of children and adolescents.
Grade 3 (Satisfactory): The student demonstrates a sufficient knowledge and understanding of developmental patterns, has a basic understanding of the fundamentals of psychological assessment, and is able to apply appropriate psychological assessment tools to evaluate the functioning of children and adolescents.
Grade 2 (Fail): The student lacks sufficient knowledge of developmental patterns, does not understand the fundamentals of psychological assessment, and is unable to apply appropriate psychological assessment tools to evaluate the functioning of children and adolescents.
Practical placement
not applicable
Bibliography
1. Schaffer, D. R., & Kipp, K. (2015). Developmental Psychology: Childhood and Adolescence. Gdańsk: Harmonia Universalis.
2. Manuals for the diagnostic instruments discussed during classes (available at the Laboratory of Research and Diagnostic Methods, Institute of Psychology, Cardinal Stefan Wyszyński University in Warsaw).
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: