Print syllabus(in Polish) Elements of social skills training
General data
| Course ID: | 380-ERA-7JIT |
| Erasmus code / ISCED: |
05.0
|
| Course title: | (unknown) |
| Name in Polish: | Elements of social skills training |
| Organizational unit: | Faculty of Education |
| Course groups: | |
| ECTS credit allocation (and other scores): |
6.00
|
| Language: | English |
| Type of course: | obligatory courses |
| Prerequisites (description): | (in Polish) The aim of the classes is to develop students' social skills through the use of various techniques and methods of working with a group, based on play, cooperation, self-presentation, etc. |
| Mode: | Blended learning |
| Short description: |
(in Polish) The classes are of a workshop nature, and its main goal is to train various social skills necessary for proper functioning in social groups. |
| Full description: |
(in Polish) Substantive content: Developing skills: • distinguish and identify subordinate emotions, • embracing emotions and expressing them socially acceptable, • good communication patterns, • adherence to social rules and norms, • establish positive relationships with people, • reading intentions and anticipating others' behaviors • positive resolution of conflicts, • express yourself and your own opinion. Timetable: 1. Introduction to the main issues of the workshop (2 hours) 2. The workshop block (26 hours) • Social communication skills; • Skills for making friends; • Skills for dealing with feelings; • Skills for dealing with stress; • Alternatives to agression. 3. Evaluation of the classes (2 hours) |
| Bibliography: |
(in Polish) Literature: Cialdini R., Influence: The Psychology of Persuasion, HarperBusiness, 2006. Giblin L., Skill With People, 2010. Gresham F.M., Van M.B., & Cook C.R., Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4),363-377, 2006. Johns B., Crowley E.P., & Guetzloe E., The central role ofteaching social skills. Focus on Exceptional Children, 37(8), 1-8, 2005. Kavale K.A., Mathur S.R., & Mostert M.P., Social skills training and teaching social behavior to students with emotional and behavioral disorders. In R. Rutherford Jr., M.M. Quinn, &S.R. Mathur (Eds.), Handbook ofresearch in emotional and behavioral disorders, New York, NY: The Guilford Press 2004. Trover P., Radical Approaches of Social Skills Training, Routledge, Lonfon and BY, 2001. |
| Learning outcomes: |
(in Polish) The student develops knowledge about himself, as well as educates his social skills necessary for proper functioning in a group. |
| Assessment methods and assessment criteria: |
(in Polish) Credits: credit for grade. Course condition: attendance, activity. The student's task is to prepare and conduct classes on a topic of their choice (selected social skill), in which a class group will participate. Absence: One absenteeism (without excuse) is allowed during the semester. If you are absent from the program, you will be required to attend individually during the consultation (within two weeks of absence). |
Classes in period "Academic year 2022/2023" (past)
| Time span: | 2022-10-01 - 2023-06-30 |
 
MO TU W TH FR CW
|
| Type of class: |
Class, 30 hours
|
|
| Coordinators: | Anna Chańko-Kraszewska | |
| Group instructors: | Anna Chańko-Kraszewska | |
| Students list: | (inaccessible to you) | |
| Examination: | Grading | |
| Mode: | Blended learning |
|
| Short description: |
(in Polish) The aim of the classes is to develop students' social skills through the use of various techniques and methods of working with a group, based on play, cooperation, self-presentation, etc. |
|
| Full description: |
(in Polish) Substantive content: Developing skills: • distinguish and identify subordinate emotions, • embracing emotions and expressing them socially acceptable, • good communication patterns, • adherence to social rules and norms, • establish positive relationships with people, • reading intentions and anticipating others' behaviors • positive resolution of conflicts, • express yourself and your own opinion. Timetable: 1. Introduction to the main issues of the workshop (2 hours) 2. The workshop block (26 hours) • Social communication skills; • Skills for making friends; • Skills for dealing with feelings; • Skills for dealing with stress; • Alternatives to agression. 3. Evaluation of the classes (2 hours) |
|
| Bibliography: |
(in Polish) Literature: Cialdini R., Influence: The Psychology of Persuasion, HarperBusiness, 2006. Giblin L., Skill With People, 2010. Gresham F.M., Van M.B., & Cook C.R., Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4),363-377, 2006. Johns B., Crowley E.P., & Guetzloe E., The central role ofteaching social skills. Focus on Exceptional Children, 37(8), 1-8, 2005. Kavale K.A., Mathur S.R., & Mostert M.P., Social skills training and teaching social behavior to students with emotional and behavioral disorders. In R. Rutherford Jr., M.M. Quinn, &S.R. Mathur (Eds.), Handbook ofresearch in emotional and behavioral disorders, New York, NY: The Guilford Press 2004. Trover P., Radical Approaches of Social Skills Training, Routledge, Lonfon and BY, 2001. |
|
Copyright by University of Bialystok.
