FF:PSMA023 Master`s State Exam - Course Information

PSMA023 Master`s State Exam

Extent and Intensity

0/0/0. 0 credit(s). Type of Completion: SZK (final examination).
In-person direct teaching

Teacher(s)

prof. PhDr. Marek Blatný, DrSc. (lecturer)
doc. PhDr. Iva Burešová, Ph.D. (lecturer)
doc. PhDr. Jaroslava Dosedlová, Dr. (lecturer)
doc. PhDr. Martin Jelínek, Ph.D. (lecturer)
Mgr. Vojtěch Juřík, Ph.D. (lecturer)
Mgr. Helena Klimusová, Ph.D. (lecturer)
PhDr. Kateřina Koros Bartošová, Ph.D. (lecturer)
doc. PhDr. Petr Květon, Ph.D. (lecturer)
prof. PhDr. Hana Přikrylová Kučerová, Ph.D. (lecturer)
PhDr. Zuzana Slováčková, Ph.D. (lecturer)
PhDr. Zdenka Stránská, Ph.D. (lecturer)
prof. PhDr. Tomáš Urbánek, Ph.D. (lecturer)
PhDr. Dalibor Vobořil, Ph.D. (lecturer)

Guaranteed by

doc. PhDr. Iva Burešová, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Jarmila Valchářová
Supplier department: Department of Psychology – Faculty of Arts

Prerequisites

To participate in the Master’s State Exam, students must submit the Master’s thesis by the given deadline, submit a case history report, and obtain the required number of credits for compulsory and selective courses throughout their studies. The completion of the Master’s Degree programme requires the acquisition of a total of 120 credits minimum (96 “A” credits for compulsory courses and 24 “B” credits for selective courses).

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Psychology (programme FF, N-PSYCH_)

Course objectives

Master’s State Examination consists of two parts: Master’s thesis defence, and an oral exam. The oral exam includes the following subjects:
- General subject areas of psychology and methodology;
- Psychological assessment;
- *Consulting, counselling, educational, and school psychology;
- *Clinical psychology;
- *Work and organizational psychology.
(* Student chooses only one of these specialty areas.)
The oral exam part of the Master’s State Exam also includes a discussion about a case history report submitted by the student.

Learning outcomes

During the Master’s State Exam, students demonstrate their level of learning outcomes achieved throughout the studies.
The Master’s State Exam consists of three parts: 1) thesis defence; 2) examination of the student’s knowledge of general psychological science and methodology of psychology, psychological assessment, and one of the three specialty areas – consulting, counselling, educational and school psychology / clinical psychology / work and organizational psychology; 3) case history discussion.
The Master’s State Exam serves as a test of students’ acquired knowledge, skills and competences, i.e. the learning outcomes associated with courses related to the subjects listed in previous section. Specifically, students demonstrate that they are able to:
- Clearly summarize the main goals, procedures, results, findings, and limits of the research presented in their Master’s diploma theses and of the case histories presented in their submitted reports;
- Respond promptly and competently to the committee’s questions and comments related to the diploma thesis and the case history;
- Use and integrate different perspectives to define fundamental psychological phenomena and functions, and discuss their characteristics, types, and related key issues;
- Provide key information and critically discuss different approaches to psychological phenomena and potentially controversial or problematic issues from the historical perspective as well as from the perspective of the current state of knowledge;
- Name, describe (in terms of history, structure, administration procedure, scoring, and interpretation), critically discuss (in terms of theory, psychometric properties, applications, and limitations) and compare/contrast important psychological assessment tools and procedures;
- Propose and justify a suitable approach and procedures for addressing a specific hypothetical problem or task put forward by the committee.
In general, students are expected to demonstrate a deep knowledge of the field and possess essential academic and professional skills relevant to the profession of a psychologist.

Syllabus

• GENERAL SUBJECT AREAS OF PSYCHOLOGY AND METHODOLOGY
• Cognitive psychology, emotion, motivation and action
• 1. Subject matter and research methods of cognitive psychology
• Historical roots of cognitive psychology. The cognitive revolution in psychology. Areas of research in cognitive psychology. Methods of research in cognitive psychology. Cognitive science, cognitive neuroscience, and cognitive neuropsychology.
• 2. Perception
• Sensation vs. perception. Perceptual organization and the theory of Gestalt psychology. Types of perceptual constancy. Perception of size, depth, and movement. Color perception. Theories of perception: constructivist theory, the theory of direct perception, integrating theory. Object recognition. Disorders of perception.
• 3. Attention
• Attention and consciousness. Pre-conscious information processing and priming. Automatic processes. Habituation. Focused attention. Signal detection. Theories of attention. Attention deficit disorder.
• 4. Memory
• Methods of memory research. Traditional models of memory and memory structure. The model of working memory. Connectionist models. Memory processes: encoding, storage, retrieval. Theories of long-term memory. Episodic and semantic memory. Implicit memory and learning. Theories of forgetting and amnesia. Extraordinary memory capabilities. Autobiographical memory, flashbulb memories, eyewitness testimony.
• 5. Mental representation
• Definition of mental representation. Propositions and images. Schemas. The dual coding hypothesis. The proposition hypothesis. Models of mental representation. Mental manipulation of images. Concepts and categories, and the categorization process. Theories of categorization. Production and production system. Connectionist models.
• 6. Language and speech
• Properties of language. The perception of speech. Theories of word recognition. Semantics and syntax. Understanding the language: the processing of sentences, discourse, and narratives. Language acquisition and development. Nature versus nurture in language acquisition. Speech production. Basic processes in reading and writing. Language and thought.
• 7. Thinking, problem solving, and creativity
• Reasoning and deduction. The theory of reasoning. Inductive reasoning. Heuristics and biases. Problem solving. Types of problems and the problem-solving process. Contribution of Gestalt Psychology to problem solving theories. The problem space theory. The role of knowledge in problem solving, and expert decision-making. General approaches to creativity. Discoveries. Factors of creativity.
• 8. Cognitive development and intelligence
• General principles of cognitive development. Maturation and environmental factors. Cognitive development in adulthood. Approaches to intelligence and measurement of intelligence. Theories of intelligence. Artificial intelligence.
• 9. Motivation
• Motivational processes. The perspective of contemporary psychology on the issues of motivation of behavior. Key theories of motivation – similarities and differences. Basic concepts of motivation psychology (reflexes, drives, instincts, homeostasis, motivation, motives) in the context of relevant theories. Achievement motivation. Kurt Lewin’s field theory; attribution model; Zeigarnik effect; flow. The survival of the individual and the species. Regulation of food and fluid intake. Sexual and parental motives. Frustration. Strategies of coping with frustration. Theories addressing the issue of frustration. Properties of volitional processes. Properties of the will. The relationship between motivation and emotion.
• 10. Emotion
• Basic approaches to the study of emotion. Classical and modern theories of emotions. Basic theories of emotion – similarities and differences. Physiological basis of emotion. Psycho-physiological indicators of emotions. Instrumental methods for recording psycho-physiological correlates of emotion. Challenges, issues and approaches in emotion research. Classification of emotions in terms of intensity and time course, and from the ontogenetic and phylogenic perspectives. Generation of emotions.
• Methodology
• 1. Introduction to science. Different ways of acquiring knowledge. Science as subject-oriented, systematic, critical, and reproducible knowledge. Classification of research in psychology by purpose and design. Objectives of research in psychology – description, prediction, and explanation. Basic methodological concepts – theory, hypothesis, construct, operationalization, and variable. Basic research designs – experiment, quasi-experiment, and correlation studies. Specific research strategies, longitudinal and cross-sectional research.
• 2. Measurement in psychology. Indirect measurement of constructs; validity and reliability of instruments. Validity of research – validity of statistical procedures, construct validity, external and internal validity. Types of variables.
• 3. Qualitative and quantitative data. Types of scales . Descriptive and inductive statistics. The principle of falsification; hypothesis testing; null hypothesis in hypothesis testing ; Type I and Type II errors.
• 4. Research sample. Population vs. sample. Sampling procedures. Representativeness. Probability vs. non-statistical sampling. Sample size.
• 5. Causal interpretation of relationships. Mill's canons of induction. Experiment versus correlation study. Types of experimental designs related to the manipulation of independent variables. Simple and factorial experimental designs. Sources of threats to internal validity.
• 6. Between-subject experimental designs. Randomization and balancing. Design of control groups and control conditions in psychological research.
• 7. Within-subject experimental designs. Condition order, progressive, and transfer effects. Counter-balancing – complete and partial balancing, reverse balancing, and block randomization.
• 8. Quasi-experimental designs. Designs with non-equivalent control groups and multiple time-series designs. Threats to internal validity in quasi-experimental designs.
• 9. Correlational studies. Inference limitations of correlational studies. Confounding factors in correlational studies – spurious correlation, developmental sequence, hidden mediators, and double causes.
• 10. Ethical issues in psychological research. Participants’ deception; informed consent; anonymity; risk of harm; debriefing; scientific relevance of the study. Scientific misconduct – data fabrication and manipulation; plagiarism.
• 11. Research proposal. Structure of a research proposal – title, theoretical background and literature review, research objectives and hypotheses, methodology, discussion, references.
• 12. Differences between everyday and scientific knowledge. Comparison of qualitative and quantitative methodology.
• 13. Types of qualitative approaches. Participant and non-participant observation. Analysis of documents and materials. Characteristics of qualitative approaches.
• 14. Symbolic interactionism and related approaches. Pragmatism, realism, and constructionism. Ethnomethodology.
• 15. Foundations of and approaches to discourse analysis, Foucault’s legacy and psychology of discourse, limitations of obtained results.
• 16. Principles of and approaches to grounded theory research. Open, axial, and selective coding.
• 17. Phenomenology – goals and application in psychology.
• 18. Case studies in scientific research – types, issues and limitations.
• 19. Criteria of qualitative research evaluation.
• PSYCHOLOGICAL ASSESSMENT METHODS
• Theory of psychological assessment
• 1. Measurement in psychology – methodological problems
• 2. Psychometric and clinical approaches
• 3. Properties of psychometric methods; standards
• 4. Construction of psychological assessment methods
• 5. Item analysis procedures
• 6. Personal errors – objectivity and standardization
• 7. Stochastic errors – types of reliability
• 8. Constant errors – sources of validity
• 9. Errors of interpretation – normalization; normative, ipsative and interactive scores
• 10. Novel approaches in psychometrics – Item Response Theory
• Psychological assessment of adults
• 1. Non-standardized clinical methods (observation, interview, case history) and psychophysiological methods
• 2. Ability assessment tools – principles and overview. Tests of specific cognitive functions (memory, attention, creativity, etc.)
• 3. Tests of specialized abilities and skills (e.g. technical, artistic, verbal, or mathematic abilities). General knowledge tests
• 4. Unidimensional and multidimensional intelligence tests
• 5. Cognitive deficit assessment tools
• 6. Personality assessment (principles and overview)
• 7. Unidimensional self-report tools
• 8. Multidimensional self-report tools
• 9. Projective methods – principles and overview
• 10. Verbal projective methods
• 11. Drawing tests
• 12. Objective personality tests
• 13. Objective and subjective rating scales
• 14. Current trends in psychological assessment
• Psychological assessment of children and adolescents
• 1. Special considerations in psychological assessment of children and adolescents
• 2. Non-standardized clinical methods (observation, interview, case history)
• 3. Developmental rating scales
• 4. Unidimensional and multidimensional intelligence tests
• 5. Tests of specialized abilities, knowledge and skills – overview and principles
• 6. Tests of specific cognitive functions (perception, attention, memory, etc.)
• 7. Assessment of motor skills, laterality, and speech
• 8. Assessment of readiness for school, social skills, and essential general knowledge
• 9. Neuropsychological assessment tools
• 10. Projective methods – principles and overview
• 11. Drawing techniques
• 12. Self-report assessment tools
• 13. Objective personality tests
• 14. Rating scales
• CONSULTING, COUNSELLING, EDUCATIONAL, AND SCHOOL PSYCHOLOGY
• Consulting and Counselling psychology
• PART I
• 1. Consulting and Counselling Psychology (CCP) as professional activity: Historical context of development psychological consulting and counselling; current trends in counselling
• 2. Relationships of CCP to other theoretical and applied fields of psychology; interdisciplinary overlaps
• 3. Goals, strategies and approaches in CCP; stages of the consulting/counselling process; risks, constraints and possible negative effects of counselling interventions
• 4. Systems-interaction approach and family therapy – basic concepts
• 5. Psychological assessment in CCP (diagnostic categories as the basis of specific professional interventions; relationships between psychological assessment and intervention)
• 6. Developmental speech disorders; normal and pathological speech development
• 7. Readiness for school attendance – assessment, laterality, and academic performance; academically relevant ability deficiencies; common causes of academic underachievement
• 8. Giftedness in children – definition; detection and assessment; epidemiology; psychological services for gifted children and their families
• 9. Learning disabilities – definition; detection and assessment; epidemiology; aetiology; prognosis; differential diagnosis; compensation options; procedures of special-needs educational intervention; psychological services for children with learning disabilities, their parents and teachers
• 10. Disorders of activity and attention (ADHD/ADD etc.) – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of individual disorders of activity and attention; comorbidity; principles of differential diagnosis; educational and therapeutic support and interventions
• 11. Intellectual disabilities – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of different degrees of intellectual disability; course of development and prognosis; comorbidity; differential diagnosis; psychological services for children with intellectual disabilities and their parents
• 12. Pervasive developmental disorders – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of individual pervasive developmental disorders; comorbidity; principles of differential diagnosis
• 13. Affective disorders in childhood and adolescence – definition; detection and assessment; epidemiology; aetiology and pathogenesis; clinical profiles of individual disorders; diagnosis and therapeutic interventions
• 14. Environmental threats in child development – CAN syndrome; psychological care for children in pathological environments; consequences of psychological deprivation and subdeprivation; prevention; therapeutic interventions
• PART II
• 1. Marital and family counselling – changing perspectives on family and marriage; differences from previous generations
• 2. Components and processes in marital and family counselling (structure, dynamics, intimacy-autonomy, value orientation, communication).
• 3. The concept of family and its functions; comparison of dysfunctional and functioning couples and families
• 4. Disturbing and non-disturbing communication in couples and families
• 5. Developmental view of marital and family: transient and non-transitory crises and developmental stages; characteristics of the individual stages – risks and crises (transition to steady relationship, engagement, marriage, family with young children, etc.)
• 6. Stages of consulting/counselling/therapeutic interventions (including counselling contract issues); selected intervention strategies and tactics (in relation to different approaches and concepts)
• 7. Divorce consulting and counselling, therapy, and mediation (including the term "divorce potential")
• Educational psychology
• 1. Educational psychology as a scientific field. Methods in educational psychology.
• 2. Psychology of learning. Types of learning. Learning factors. Learning methods.
• 3. Learning styles. Self-regulation of learning.
• 4. Laws of learning.
• 5. Academic success and failure.
• 6. Psychological aspects of academic assessment, testing and grading of pupils' learning outcomes.
• 7. Psychological aspects of stage fright.
• 8. Creativity at school. Creative student, creative teacher.
• 9. Gifted children at school – identification of gifted pupils; approaches to working with talented children at school.
• 10. Psychology of education and self-education. Educational means. Styles of education.
• 11. Teacher's personality and teaching styles.
• 12. Professional career and proficiency of a teacher.
• 13. Prevention of teacher burnout syndrome.
• 14. Relationships between teachers and pupils.
• 15. Teacher-student communication.
• 16. Problem pupils. Usual school problems. Institutions helping to solve school problems. Integration and inclusion in education.
• 17. Academic load, stress, and effective coping strategies.
• 18. Psychological analysis of educational difficulties in pupils.
• 19. Alternative approaches to education.
• 20. Current issues and latest findings of educational psychological research.
• School psychology
• 1. School psychology as a psychological discipline; subject and purpose of school psychology
• 2. History of school psychology and current situation in the Czech Republic and abroad; school psychologist societies; professional journals
• 3. School counselling centres – professional employees, competencies, and purpose
• 4. Profession of a school psychologist; ethical and legal considerations
• 6. Approaches and procedures in the work of a school psychologist
• 7. Career counselling
• 8. School climate and psychosocial climate of the class
• 9. Bullying in class; cyberbullying
• 10. School and family; relationship networks; parenting styles
• 11. Interactive primary prevention programmes
• WORK AND ORGANIZATIONAL PSYCHOLOGY
• 1. History, current status and subject of work and organizational psychology
• 2. Psychology of work environment; workload
• 3. Genesis and development of organizations; definition of the organization in psychology
• 4. Mechanistic approaches to the organization (e.g. Weber, Taylor)
• 5. Hawthorne studies and the Hawthorne effect (Mayo)
• 6. Humanistic approaches to the organization (e.g. Maslow, McGregor)
• 7. Modernist approaches to the organization (e.g. Ouchi)
• 8. Postmodern approaches to the organization (e.g. Morgan, Clegg)
• 9. Organizational structure and organizational schemes
• 10. Organizational mission and goals
• 11. Psychology of unemployment
• 12. Organizational culture
• 13. Managerial functions, levels, and roles; personnel and human resource management
• 14. Personnel planning; job analysis
• 15. Employee selection/recruitment procedures
• 16. Assessment and development centres
• 17. Employees’ integration and adjustment process
• 18. Intellectual capital and knowledge management
• 19. Job evaluation and remuneration
• 20. Work and performance motivation; work satisfaction
• 21. Team work and team management
• 22. Managers’ personality and leadership styles
• 23. Conflict management in the workplace
• CLINICAL PSYCHOLOGY
• 1. Clinical psychology - definition, history; clinical psychologist - competence, education; diagnostic methods and research in clinical psychology
• 2. Ethics in clinical psychology; Legal aspects of clinical psychology
• 3. Illness and health, normality, significance of illness; technical terminology - symptom, dysfunction, episode, disorder,…
• 4. The doctor-patient relationship; patient-doctor relationship
• 5. Pain; pain relief by psychological means
• 6. Trauma, posttraumatic development
• 7. Burnout syndrome
• 8. Workholism; chronic fatigue syndrome
• 9. Work with people in the terminal stage
• 10. Psychosomatics
• 11. Crisis intervention
• 12. Psychooncology
• 13. Communication with specific groups of patients
• 14. Suicidality from the point of view of a clinical psychologist
• Psychopathology and Psychiatry
• 1. Psychopathology - norm and mental health and mental illness; the role of psychiatry and psychology in the care of the mentally ill; 4 historical milestones of psychiatry; content of general and special psychopathology and psychiatry; organization of psychiatric care in our country
• 2. Causes of mental disorders - biological aspects, psychosocial and transcendental aspects, holistic approach in psychiatry
• 3. Contemporary classification systems ICD 10 and DSM V 
• 4. Perception disorders
• 5. Attention and memory disorders
• 6. Thinking disorders
• 7. Speech disorders and intelligence disorders
• 8. Disorders of instincts
• 9. Emotional disorders
• 10. Disorders of will and behavior
• 11. Disorders of consciousness and personality disorders
• 12. Psychiatric examination
• 13. Organic mental disorders. Gerontopsychiatry
• 14. Pedopsychiatric problems
• 15. Mental and behavioral disorders caused by psychoactive substances.
• 16. Schizophrenia, schizophrenic disorders and delusional disorders
• 17. Mood disorders
• 18. Neurotic disorders, stress-induced disorders and somatoform disorders
• 19. Eating disorders
• 20. Personality disorders
• 21. Biological methods of treatment. Current trends in treatment
• 22. Problems of cognitive deficit in individual diagnostic circuits - schizophrenia, mood disorders, eating disorders,…. Possibilities of cognitive deficit rehabilitation.
• 23. Psychotherapy for individual psychiatric diagnoses
• Psychotherapy I
• 1. Sigmund Freud's psychoanalysis and current trends in psychoanalysis;
• 2. Alfred Adler's individual psychology and Carl Gustav Jung's analytical psychology;
• 3. Dynamic psychotherapy and psychological mechanisms of change in it, its founders in the world and in the Czech Republic;
• 4. Dynamic group psychotherapy;
• 5. Special techniques in dynamic group psychotherapy (art therapy, music therapy, etc.);
• 6. Person-centered approach (Carl Rogers);
• 7. Cognitive - behavioral psychotherapy;
• 8. Logotherapy;
• 9. Family therapy;
• 10. The importance of the therapist's personality in psychotherapy.
• Psychotherapy II
• 1. Principles of psychotherapy of persons with addiction syndrome, therapeutic community;
• 2. Specifics of psychotherapy in schizophrenia and other psychoses;
• 3. Crisis intervention;
• 4. Mid-life crisis; psychotherapy for depression;
• 5. Cognitive behavioral treatment of anxiety disorders, obsessive compulsive disorders;
• 6. Basics of psycho-oncology;
• 7. Psychotherapy of encopresis and enuresis, eating disorders, selected psychosomatic diseases in childhood (bronchial asthma, dermatoses, obesity, recurrent fever), children with serious somatic diagnoses;
• 8. Therapeutic options for children with neurodevelopmental disorders (autism, mental retardation);
• 9. Psychotherapeutic issues of CAN syndrome (abuse, abuse, neglect, Munchausen syndrome by proxy);
• 10. Psychotherapy of children in residential facilities; psychotherapy of children during divorce and family breakdown.

Literature

required literature
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• NAKONEČNÝ, Milan. Motivace lidského chování. 3rd ed. Praha: Academia, 2014. info
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• KRATOCHVÍL, Stanislav. Základy psychoterapie. 7. vydání. Praha: Portál, 2017, 403 stran. ISBN 9788026212270. info
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recommended literature
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• Standardy pro pedagogické a psychologické testování. 1. české vyd. Praha: Testcentrum, 2001, 192 s. ISBN 8086471071. info
• APA handbook of testing and assessment in psychology. Edited by Kurt F. Geisinger. Washington, D.C.: American Psychological Association, 2013, xxix, 711. ISBN 9781433812293. info
• KRATOCHVÍL, Stanislav. Manželská terapie (Marital therapy). Praha: Portál, 2009, 225 pp. Portát 3.verze. ISBN 80-7178-332-3. info
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Teaching methods

The content of the Master's State Exam is covered by the relevant compulsory courses taken throughout students' studies of Psychology.
Students are examined by a board (committee) of examiners.

Assessment methods

The Master’s State Exam consists of two separately graded parts: the Master’s thesis defence in front of a board of examiners, and an oral examination by a board of examiners.
To pass the Master’s State Exam, both of its parts must be completed with a passing grade. Each student receives a final grade from the Master’s State Exam in accordance with the grading scheme stipulated in art. 17 par. 1 of the MU Study and Examination Regulations.
The final grade for each part is determined by vote of the individual members of the State Exam Committee.

Language of instruction

Czech

Further Comments

Study Materials
The course is taught each semester.

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