Courses offered by the Institute of Psychology in English ...



Courses offered by the Institute of Psychology in English in the autumn term of 2013/2014.

|Course title and code: Life-span development BBNPS15000 |Credits: 6 |

|Code: BBNPS15000 |

|Type of course (lecture/seminar) and hours per week/semester: 2 hours per week |

|Method of assessment (exam/practical grade): exam |

|Suggested semester: |

|Prerequisites (if any): - |

|Course description: |

|This course is about human development. The pattern of change that begins at conception and continues through human life span. We are |

|going to talk about biological, cognitive and socioemotional processes. We are going to discuss the periods of development, differenet|

|theories as well as the contexts of life-span development. |

|Required and recommended reading: |

|J.W. Santrock (2007). A topical approach to life-span development. Forth edition. McGraw-Hill |

|or |

|L.E. Berk (2009). Child development. Eighth edition. Pearson |

|Lecturers participating in teaching: Máté Révay |

|Course Title: Psychology of Aggression– An Introduction |Credits: 6 |

|Code: BBNPS05601/BBNPS21500 |

|Type of course (lecture/seminar) and hours per week/semester: 2 |

|Method of assessment (exam/practical grade): practical grade (average grade of 3 mini-essays and a presentation) |

|Suggested semester: spring |

|Prerequisites (if any): none |

|Course description: In this seminar students will learn the basic phenomena and theories in connection with human aggression in a |

|complex and integrative way. The scientific fields of Psychology, Ethology, Cultural Anthropology and Psychiatry as well as Fine Arts |

|will be involved. |

|The following topics will be discussed throughout the semester: |

|Introduction: What Aggression really is? |

|Evolutionary and Cultural Aspects of Human Aggression |

|Psychological Models of Aggression |

|Aggression and Socialization |

|School aggression 1. (Bullying, Harassment, Violence what’s the difference?) |

|School Aggression 2. (How to measure bullying and victimization? What can we do about it?) |

|Aggression and Psychopathology 1. (Suicide) |

|Aggression and Psychopathology 2. (Personality Disorders, Substance Use Disorders) |

|How to Measure Aggression? |

| |

|Required and recommended reading: |

|Alikasifoglu, M., Erginoz, E., Ercan, O., Uysal, O., Albayrak-Kaymak, D. (2007). Bullying behaviours and psychosocial health: results |

|from a cross-sectional survey among high school students in Istanbul, Turkey. Eur. J. Pediatr. 166: 1253-1260. |

|Anderson, C.A., Bushman, B.J. (2002). Human Aggression. Annu. Rev. Psychol. 53:27-51. |

|Blair, R.J.R. (2001). Neurocognitive models of aggression, the antisocial personality disorders, and psychopathy. Advances in |

|Neuropsychiatry. 71:727-731. |

|Engelhardt, C.R., Bartholow, B.D., Kerr, G.T., Bushman, B.J. (2011). This is your brain on violent video games: Neural desensitization|

|to violence predicts increased aggression following violent video game exposure. J. of Experimental Social Psychology. 47, pp. |

|1033-1036. |

|Ferguson, C.J., San Miguel, C., Graza, A., Jerabeck, J.M. (2012). A longitudinal test of video game violence influences on dating |

|aggression: A 3-year longitudinal study of adolescents. Journal of Psychiatric Research. 46: 141-146. |

|Gao, Y., Raine, A. (2010). Successful and Unsuccessful Psychopaths: A Neurobiological Model. Behavioral Science and the Law. 28: |

|194-201. |

|Gerevich J, Bácskai E, Czobor P. (2007). The generalizability of the Buss–Perry Aggression Questionnaire. International Journal of |

|Methods in Psychiatric Research. 16(3):124-36. |

|Hogg, M.A., Cooper, J. (2003). The Sage Handbook of Social Psychology. Chapter 14: Human Aggression – A Social-Cognitive View. Sage |

|Publication Inc., Thousand Oaks, CA, USA. pp. 296-323. |

|Kovess-Masfety, V., Boyd, A., Haro, J.M., Bruffaerts, J.M., Villagut, G., Lépine, J.P., Gasquet, I., Alonso, J. and the ESEMeD/MHEDEA|

|investigators (2011). High and low suicidality in Europe: A fine-grained comparison of France and Spain within the ESEMeD surveys. |

|Journal of Affective Disorders. 133:247-256. |

|Liu, J. (2011). Early health risk factors for violence: Conceptualization, evidence, and implications. Aggression and Violent |

|Behavior. 16, pp. 63-73. |

|Solberg ME, Olweus D, Endresen IM. (2007). Bullies and victims at school: Are they the same pupils? British Journal of Educational |

|Psychology. 77(2):441-64. |

|Lecturers participating in teaching: Balázs Matuszka, psychologist, Ph.D. student |

|Course title and code: Psychology of Well-being |Credits: 6 |

|Code: BBNPS20900 |

|Type of course (lecture/seminar) and hours per week/semester: seminar, 2 hours |

|Method of assessment (exam/practical grade): grades based on class participation |

|Suggested semester: any |

|Prerequisites (if any): none |

|Course description: |

|Course description |

|The course offers an introduction to positive psychology through the positive aspects of human experience, focusing on happiness, |

|satisfaction with life, and some altered forms of consciousness, which provide us with the impression of optimal or peak experiences. |

|Course objectives |

|Students attending the course, by the end of the term will |

|become familiar with the growing area of positive psychology |

|have hands-on experience with flow, mindfulness, and some other key concepts |

|become an informed and critical consumer of information related to happiness/well-being, topics about which most people have a strong |

|intuitive basis |

|gain a better understanding of yourself and others |

|Procedures |

|In order to meet the objectives students learn through lectures, class discussions, individual and group exercises, films and students’ oral |

|presentations. |

|Course outline/Weekly Schedule |

|The concept and background of positive psychology. Happiness in human history. |

|Attention, order and disorder in consciousness; flow theory vs. psychic entropy. |

|Emotional intelligence. |

|Positive Emotions: The Broaden and Build Theory |

|Optimism, resilience, and post-traumatic growth |

|Goals and meaning in life; altruism vs. materialism, self-discipline |

|Culture and well-being; positive education and workplace |

|The Values in Action (VIA) classification of strengths. |

|Spirituality and religion. |

|Positive aging. |

|Final test. |

|Wrap-up. |

|Required and recommended reading: |

|Brown, K.W., Ryan, R.M., Creswell, J.D. (2007). Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects. Psychological |

|Inquiry, 18, 211-237. |

|C.R. Snyder & S. Lopez (Eds.): Optimism, in: The Oxford Handbook of Positive Psychology, OUP. |

|Catarina Ramos*a, Isabel Leala:Posttraumatic Growth in the Aftermath of Trauma: A Literature Review About Related Factors and Application |

|Contexts. pch.psychopen.eu |

|Creswell, J.D., Irwin, M. R., Burklund, L. J., Lieberman, M. D., Arevalo, J., Breen, E., & Cole, S. (2012) Mindfulness-Based Stress Reduction|

|training reduces loneliness and pro-inflammatory gene expression in older adults: a small randomized controlled trial. Brain, Behavior, and |

|Immunity |

|Csikszentmihalyi, M & Csikszentmihalyi, I.S.(Eds. (2006)): A life worth living; Contributions to positive psychology. Oxford University |

|Press, New York |

|Csikszentmihalyi, M. (2004): The psychology of optimal experience. Flow. Harper and Row, Publishers, New York. |

|Peterson, C., Park, N., & Seligman, M.E.P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life. |

|Journal of Happiness Studies, 6, 25-41. |

|S. L. Gable & J. Haidt: What (and Why) Is Positive Psychology? Review of General Psychology 2005, Vol. 9, No. 2, 103–110 |

|Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom |

|interventions. Oxford Review of Education, 35, 293-311. |

|Lecturers participating in teaching: Ottilia Boross |

|Course title and code: Familypsychology |Credits: 6 |

|Code: BBNPS15100 |

|Type of course (lecture/seminar) and hours per week/semester: seminar, 2 hrs |

|Method of assessment (exam/practical grade): practical |

|Suggested semester: - |

|Prerequisites (if any): developmental psychology |

|Course description: Family psychology |

|The aim of this course is to give an introduction into the main questions and theories of family psychology. ( The family system |

|model, the family life cycle model.) It will include also the possible malfunctioning of the family system and some possible methods |

|what the family therapy can use to help to resolve the problems. |

|Required and recommended reading: |

|Boszormenyi-Nagy, I., & Spark, G. (1973; 1984). Invisible loyalties: Reciprocity in intergenerational family therapy. New York: Harper|

|& Row. (Second edition, New York: Brunner/Mazel) |

|Peggy Papp (1983): The process of change, The Guilford Press, London |

|Lecturers participating in teaching: Hollósi Mária Cecília |

|Course title and code: Art Psychology – BBNPS20900 |Credits: 6 |

|Code: BBNPS20900 |

|Type of course (lecture/seminar) and hours per week/semester: lecture |

|Method of assessment (exam/practical grade): exam |

|Suggested semester: first / any |

|Prerequisites (if any): - |

|Course description: |

|Course description: |

|This interdisciplinary field relying on cognitive psychology helps the understanding of the development of human capacities, and |

|creations called art. It also aims at the understanding of their role in developing affective-cognitive, and cultural constructs. It |

|overviews the specificities of the absorption (perception) of art, their mental and physical determination, and the parallels of the |

|consciousness and aesthetic experience. It presents the connection of mental disorders and art, and the therapeutic effect of art. It |

|dwells on the intercultural aspects of music, and on the general relation of psychology and different forms of art. |

| |

|Course objectives |

|Students participating in this course will |

|Gain insight into the evolutionary anchorage of arts in human history |

|Learn about how the brain relates to the subjective experience of visual arts and music |

|Learn about the parallels of language and music |

|Gain a better understanding of the symmetry between art experience and everyday life |

| |

|Procedures |

|Students will complete a multiple choice test at the end of the course. |

| |

|Course outline/Weekly Schedule |

|1. The roots of art, and creation |

|2. Art, evolution, consciousness |

|3. Mechanisms of perception, Human perception in different modalities. |

|4. The visual experience. Illusions (Gestalt, neural mechanisms) |

|5. The symbolic and psychological meaning of visual art. |

|6. Art and psychopathology. Music therapy |

|7. Social psychology and art (The Visual Construction of Identity and the Social Status of the Artist.) |

|8. Evolution and psychology of story-telling. |

|9. Origins of music (evolutionary theory, development of instruments) |

|10. Effects of music on cognition (Mozart effect) |

|11. Ethnomusicology (the anthropology of music) |

|12. Origins and functions of dance |

|13. Art and creativity |

|Required and recommended reading: |

|Required reading |

|1. Robert L. Solso (2003) The Psychology of Art and the Evolution of the Conscious Brain (chapters) |

|2. Denis Dutton (2009). The art instinct, Bloomsbury press. (chapters) |

|3. Desmond Morris(1967) The naked ape, McGrow-Hill, New York (chapters) |

|Recommended reading |

|1. Berger, R. (1963). Discovery of painting. Viking press. |

|2. Charles Hubert (2001) The Evolution of the Art and Music, Library Reprints |

|Lecturers participating in teaching: Krisztian Gabris |

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