Psychological diagnosis WPS-PS-DP
Lecture objectives:
1) to familiarize students with the basic concepts, approaches, and methods related to psychological assessment;
2) to develop the ability to recognize the challenges faced by the diagnostician;
3) to impart knowledge related to the ethical aspects of psychological assessment.
Lecture objectives:
1) to familiarize students with the techniques and tools of psychological assessment appropriate for the given specialty: clinical psychology and psychotherapy, occupational and organizational psychology, forensic and penitentiary psychology, and developmental psychology;
2) to develop skills in the application of selected diagnostic techniques;
3) to shape attitudes related to the ethical and legal aspects of psychological assessment.
Lecture assessment format: written test (single-choice)
Lecture credit requirements: successful completion of the test; material presented in the lecture is mandatory.
Lecture content:
1. Introduction to the course content, information on the requirements for passing the course, and organizational matters. 2. The concept of psychological assessment, types of approaches to assessment, and models of the diagnostic process structure.
3. Clinical vs. statistical assessment.
4. Assessment methods: interview.
5. Assessment methods: observation.
6. Assessment methods: self-report questionnaires.
7. Assessment methods: task-based tests.
8. Assessment methods: situational tests.
9. Assessment methods: projective techniques.
10. Other assessment methods.
11. The ipsative approach to assessment.
12. Criteria for assessing the value and usefulness of assessment tools.
13. Errors made in the assessment process.
14. Diagnostic competencies.
15. Ethical issues in assessment.
Form, conditions of assessment, and course content: provided by each instructor in the assessment tab.
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Term 2026/27_Z:
1. Introduction to the course content and information on course credit requirements. |
(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Course coordinators
Maria Kwiatkowska-Błońska
Małgorzata Starzomska-Romanowska
Aleksandra Stolarska
Sławomir Ślaski
(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
1) Defines concepts related to psychological assessment.
2) Distinguishes between different approaches to psychological assessment.
3) Knows the basic methods used in psychological assessment.
4) Knows the criteria for assessing the value and usefulness of diagnostic tools.
5) Knows the types of errors made in assessment and their sources.
6) Is aware of the ethical issues involved in assessment.
Skills:
1) Is able to plan the diagnostic process.
2) Is able to select diagnostic tools appropriate to the problem.
2) Is able to interpret data obtained in the assessment.
3) Is able to integrate results and make a diagnosis.
4) Is able to provide feedback on the results of the assessment.
Attitudes:
1) Demonstrates understanding and tolerance for diversity.
2) Is aware of the responsibility for the diagnoses made and the feedback provided.
3) Respects and respects the rights of the participants.
ECTS [1 ECTS = 30(25) hours of student work]
ECTS: 6 credits (30 hours of lecture attendance, 30 hours of tutorial attendance, 30 hours of reading, class preparation, homework: 30 hours, exam preparation: 30 hours; preparation for tutorials: 30 hours, total 150 hours; 150:30(25) = 6)
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Assessment criteria
Assessment Criteria (Lecture)
Knowledge
A grade of 5 (very good): the student has a high level of mastery of the knowledge defined in the description of the learning outcomes and understands it very well.
A grade of 4 (good): the student has a good level of mastery of the knowledge defined in the description of the learning outcomes in bullet points and understands it well.
A grade of 3 (sufficient): the student has a sufficient level (at least 60%) of mastery of the knowledge defined in the description of the learning outcomes and understands it in fragments.
A grade of 2 (inadequate): the student has not sufficiently mastered the knowledge defined in the description of the learning outcomes.
Skills
A grade of 5 (very good): the student can independently plan the diagnostic process and select appropriate tools; can independently perform a diagnosis, interpret, integrate the obtained data, and make a diagnosis; and can provide very good feedback on the test results.
A grade of 4 (good): the student generally lacks independence and requires some assistance when planning the diagnostic process, performing a diagnosis, interpreting results, and providing feedback. Can select diagnostic tools appropriate to the problem.
Grade 3 (fail): Is not independent and requires significant assistance when planning the diagnostic process, performing the diagnosis, interpreting results, and providing feedback. Does not sufficiently consider the specific nature of the problem when selecting diagnostic tools.
Grade 2 (fail): Is unable to utilize the knowledge I possess.
Competencies (attitudes):
Tolerance and understanding of differences between people, as well as ethical stance, are assessed.
Evaluation criteria (exercises) will be provided by each instructor in the exercises tab.
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Bibliography
Wykład
Literatura obowiązkowa
1. Paluchowski, W. J. (2007). Diagnoza psychologiczna. Proces, narzędzia, standardy. Warszawa: WAiP.
2. PTP (2000). Kodeks etyczno-zawodowy psychologa W: J. Strelau (red.), Psychologia. Podręcznik akademicki (tom 3, s. 837-844). Gdańsk: GWP.
3. Słysz, A. (2014). Refleksje nad diagnozą psychologiczną. Poznań: Wydawnictwo Naukowe UAM.
4. Stemplewska-Żakowicz, K. (2016). Diagnoza psychologiczna. Gdańsk: GWP.
5. Stemplewska-Żakowicz, K., Paluchowski, W. J. (2008). Podstawy diagnozy psychologicznej. W: J. Strelau, D. Doliński (red.), Psychologia. Podręcznik akademicki (tom 2, s. 23-92). Gdańsk: GWP.
Literatura uzupełniająca:
1. Hornowska, E. (2001). Testy psychologiczne. Teoria i praktyka. Warszawa: Wydawnictwo Naukowe Scholar.
2. Hornowska, E., Paluchowski, W. J. (2004). Kulturowa adaptacja testów psychologicznych. W: J. Brzeziński (red.), Metodologia badań psychologicznych. Wybór tekstów. Warszawa: Wydawnictwo Naukowe PWN.
3. Matczak, A. (1994). Diagnoza intelektu. Warszawa: PAN.
4. Shaughnessy, J. J., Zechmeister, E. B., Zechmeister, J. S. (2002). Metody badawcze w psychologii (cz. 2, s. 101-140). Gdańsk: GWP.
5. Siek, S., Grochowska, A. (red.), (2001). Wybrane metody badania osobowości (tom 2). Warszawa: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego.
6. Stasiakiewicz, M. (2004). Test Apercepcji Tematycznej jako narzędzie diagnozy psychologicznej. W: J. Brzeziński (red.), Metodologia badań psychologicznych. Wybór tekstów. (s. 307-344) Warszawa: Wydawnictwo Naukowe PWN.
7. Stasiakiewicz, M. (2000). Testy projekcyjne. W: J. Strelau (red.), Psychologia. Podręcznik akademicki (tom I, s. 491-503). Gdańsk: GWP.
8. Stemplewska-Żakowicz, K., Krejtz, K. (2013). (red.), Wywiad psychologiczny (tom 1-3). Warszawa: Pracownia Testów Psychologicznych PTP.
9. Szustrowa, T. (1991). (red)., Swobodne techniki diagnostyczne. Wywiad i obserwacja. Warszawa: Wydawnictwa UW.
10. Zawadzki, B. (2000). Kwestionariusze osobowości. W: J. Strelau (red.), Psychologia. Podręcznik akademicki (tom 1, s. 469-490). Gdańsk: GWP.
11. Zawadzki, B. (2006). Kwestionariusze osobowości. Strategie i procedura konstruowania. Warszawa: Scholar.
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Term 2026/27_Z:
Hornowska, E. (2001). Testy psychologiczne. Teoria i praktyka. Warszawa: Wydawnictwo Naukowe Scholar. |
Notes
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Term 2026/27_Z:
None |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: