MASTERS DEGREE CURRICULUM

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ISLAMIC COMMUNITY IN B&H UNIVERSITY OF ZENICA ISLAMIC PEDAGOGICAL FACULTY

OF ZENICA

SOCIAL PEDAGOGY DEPARTMENT U N IV E R S I TA S S T U DIORUM ZE NI C AE NS IS UN IVE RZ I T E T U ZENIC I

MASTERS DEGREE

CURRICULUM

Zenica, January 2010.

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1. INTRODUCTION

1.1. Study description and references

The second study cycle (Masters degree) at the Social Pedagogy Department is a logical continuation for the students who end the first study cycle (Bachelors degree).

Masters degree (II cycle) at the Social Pedagogy Department is the continuation of broadening the competences for creating individual-oriented or group-oriented professional methods, measures and means, and competences for interdisciplinary and differentiated approach to individuals, groups, institutions and communities, based on socio-pedagogical, scientific nad professional principles and ideas; it includes:

(a) socio-pedagogical diagnosis – defining socio-pedagogical characteristics and potentials of an individual, and psycho-social characteristics of groups and organizations in order to explain and predict their behavior; determining the cause of inefficiency or disorder, and planning and realizing socio-pedagogical treatments,

(b) socio-pedagogical treatment and counseling – procedures intended for protecting, maintaining and improving quality of life and work of an individual or a group in general, optimal use of individual potentials and improving group and organizational efficiency,

(c) educational activities – educating individuals and groups to acquire proficiency in general and specific knowledg and skills in socio-pedagogy in order to be professional social pedagogues, to improve individual efficiency, and effieciency in working with people,

(d) socio-pedagogical professional research – research in socio-pedagogical and psycho-social processes and states of individuals and groups in order to broaden the knowledge of the principles of socio-pedagogical activities, and to evaluate social needs and consequences of economic or social incentives,

(e) socio-pedagogical evaluation – evaluation of all socio-pedagogical and other procedures and treatmants regarding individuals, goups or organizations with possible socio-pedagogical consequences.

The process of creating the masters degree program (II study cycle) and forming the curriculum is based on the experience of social pedagogy studies in our neighboring country Croatia, and Germany where socio-pedagogical concept and practice are highly developed, as well as on the experiences shared with a great number of experts: university professors, school pedagogues, social workers, psychologists working at re-socialization support centers. During the counseling and experience share, it has been reaffirmed that each paralel social pedagogy study in the world develops its twofold relevance:

a) the possibility of becoming a part of a generally accepted social pedagogy study whose higher-education study program is a part of a quality field developed from the criteria of harmony with ¨good practice¨, social relevance,

b) differentia specifica of each and every study program, adequate for cultural specifics and the fact that there is no such a possibility as copying a model.

At one-year (two-semester) masters degree (II study cycle) students can acquire 60 ECTS credits.

1.2. Conditions for enrolling the studies

Students eligible for the second study cycle (Masters degree) at the Social Pedagogy Department of the Islamic Pedagogical Faculty of the University of Zenica are: students that finished the first study cycle (Bachelors degree) at the Social Pedagogy Department, those who finished similar studies at other faculties in Bosnia and Herzegovina and abroad, and graduates

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from other humanities. For those students first cycle social pedagogy courses are pre-requisites defined by the Teaching Board of the Faculty. They also need positive letters of reference from two former teachers.

In terms of scientific-research program, the second cycle study follows contemporary trends in the field of social pedagogy.

All candidates are obliged to speak one world language.

In academic 2009/10 the Government of the Zenica-Doboj Canton will finance only those students who achieved average score of 8 (eight) and above at the end of the first study cycle, according to the Conclusion of the Government of the Zenica-Doboj Canton No. 02-38-1231/09 on 14 January 2009.

Foreign citizens apply according to the conditions set in the University Book of Rules and the Faulty Book of Rules.

If the number of candidates exceeds the application, those candidates with better first cycle references will be given advantage. Candidates are selected by the Scientific-Teaching Board.

The Scientific-Teaching Board of the Faculty invites applications on the notice board, Faculty’s web-site and in one of the daily newspapers. Masters Study Council (Council in the further text) appoints a three-member application commission that suggests candidates eligible for enrolling the Social Pedagogy second study cycle (Masters degree).

Candidates can file a complaint against the ranking-list to the Scientific-Teaching Board of the Faculty three days after announcing the ranking-list. The Scientific-Teaching Board goes through complaints within three days and informs the candidates.

The Scientific-Teaching Board of the Faculty sets the final ranking-list which is to be announced on the notice boards of the Faculty the day after approving it. The decision of the scientific-Teaching Board is a final one.

Students of the second cycle studies (Masters degree) from other faculties who want to continue their studies at the Social Pedagogy second study cycle (Masters degree) of the Islamic Pedagogical Faculty of the University of Zenica can do so only with a special approval of the Council and under certain concrete conditions set by the Council and that are not a part of general acts on masters study.

1.3. Conditions for completing the studies

The second study cycle (Masters degree) can be completed by those students who fulfilled all the obligations set in the study program: gained the scheduled ECTS credits, passed all the exams, and completed all other assignments set in each module, and worked out and successfully defended diploma/masters thesis.

Diploma/masters thesis should be done according to the Procedure for working out masters thesis at the University of Zenica.

1.4. Study goals and assignments

The goal of the second study cycle (Masters degree) at the Social Pedagogy Department is to broaden, supplement and modernize the knowledge gained at the Social Pedagogy first study cycle (Bachelors degree), as well as to provide for vertical academic mobility for the students who finished the Social Pedagogy first study cycle (Bachelors degree).

The goals of the study are developing competence in the field of:

− Socio-pedagogical prevention,

− Socio-pedagogical diagnosis,

− Socio-pedagogical treatment and counseling,

− Socio-pedagogical re-socialization,

− Socio-pedagogical professional research and

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1.5. Academic degree acquired at the end of the study

At the end of the Social Pedagogy second study cycle (Masters degree) at the Islamic Pedagogical Faculty of the University of Zenica a student acquires the academic title of: master of social pedagogy.

In a diploma supplement competences are defined in terms of a module a student graduated in.

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2. CURRICULUM

IX SEMESTER

Per week Total Module

code Modules _{L P L P}teaching Σ

07-K33-07 Research Methodology for

social pedagogy III 3 2 45 30 75

07-K33-24 Multiple-meaning and hystorically-cultural relevance of religion (ways of researching a religiousness phenomenon) 2 1 30 15 45

07-K33-20 Socio-pedagogical concept and prevention practice 2 1 30 15 45 07-K33-22 Socio-pedagogical treatment 2 1 30 15 45 07-K34-13 Resocialization 2 1 30 15 45 Total 11 6 165 90 255 ECTS CREDITS Preparatio n Module code Modules L P I O Pr W O Σ ECTS 07-K33-07 Research Methodology for

social pedagogy III

1,5 1 1 0,5 – 1 1 6 07-K33-24 Multiple-meaning and hystorically-cultural relevance of religion (ways of researching a religiousness phenomenon) 1 0,5 1 – 0,5 1 – 4 07-K33-20 Socio-pedagogical concept and prevention practice

1 0,5 1 – 0,5 1 – 4 07-K33-22 Socio-pedagogical treatment 1 0,5 1 – 0,5 1 – 4 07-K34-13 Resocialization 1 0,5 1 – 0,5 1 – 4 Total 5,5 3 5 0,5 2 5 1 22

L - lecture, P – practice, I – individual work/seminar paper/essay /research paper, O – office hours, Pr – practical work; Final exam preparation: W – written exam, O – oral exam

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X SEMESTER

code Modules _{L P L}_PteachinΣ

g 07-K33-03 Culturally sensitive pedagogy 2 1 30 15 45

– _{Elective module} ₂ ₁ _{30 15} ₄₅

07-K33-04 Masters thesis – – – – 450

Total 4 2 60 30 540

code Elective modules _{P V P V}teaching Σ

07-K33-17 Social politics' function in

human development in B&H 2 1 30 15 45

07-K33-11 Mass-communication psychology 2 1 30 15 45 05-K30-11 Forensic psychiatry 2 1 30 15 45 ECTS CREDITS Preparatio n Module code Modules L P I O Pr W O Σ ECTS 07-K33-03 Culturally sensitive pedagogy 1 0,5 1 – 0,5 1 – 4 – _{Elective module} _{1 0,5} ₁ _{– 0,5} ₁ – ₄ 07-K33-04 Master thesis – – – 5 – 20 5 30 Total 2 1 2 5 1 22 5 38

L - lecture, P – practice, I – individual work/seminar paper/essay /research paper, O – office hours, Pr – practical work; Final exam preparation: W – written exam, O – oral exam

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7.1. OBLIGATORY MODULES

SOCIAL PEDAGOGY DEPARTMENT Academic 2009/10

Module title: RESEARCH METHODOLOGY FOR SOCIAL PEDAGOGY III

Module code: 07-K33-07 Level: Masters/II

cycle

Year: Semester: IX ECTS credits: 6

Status: Obligatory Classes per week: 45P + 30V Total classes: 75

1. MODULE

GOALS To enable students for doing individual research and studying socio-pedagogical phenomena, publishing papers and and building projects. 1.1. Expected

competences for students to develop

Students will be able to comprehend basic social pedagogy issues and to construct different measuring instruments; they will increase their knowledge of qualitative and quantitative research methodology; they will be able to prepare a research draft based on qualitative and quantitative methodology; they will learn the basics of statistics.

Themes

Science and scientific research work. Key features of science. Science classification.

Scientific communication. Scientific magazines. Electronic magazines. Types of scientific research. Identifying a research problem.

Research and a papers choice (e.g. bibliographic bases PsychINFO, MEDLINE, EBSCO etc.). Choosing and selecting sources.

Metha-analysisand its phases. Taking notes.

Defining the goal and method selecting. Categorization of scientific papers . Scientific paper composition guidelines. Quoting.

Parts and structure of a paper (SIMRAD: Summary, Introduction, Methods, Results, Analysis and Discussion.

Appropriate use of tools for presenting a research paper (e.g. Power Point, multimedia presentations).

Central tendency measures. Variability measures.

Graphic presentation of research results. Group position of certain results. The difference between two arithmetic means. Correlation. Hi-square test. Basic principles of sample collecting.

Measurement scales. Non-parametric tests. 1.2. Key

thematic units

Working out a masters thesis. 2. TEACHING PROCESS/ASSESSMENT

Activities description (%)

2.1. Teaching elements 1. lecture 2. presentation

3. workshop/group work

50 % 25 % 25 %

Assessment share (points)

2.2. Assessment elements 1. attendance 10

Chair of the module: Mujo Slatina, Ph.D.

Office hours: after classes

and via e-mail E-mail: _{[email protected]}

Module associates: Izet Pehlić, M.A.

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2. essay/practice/research 3. written exam 4. oral exam 20 50 20 2.3. essay writing/seminar paper/research paper:

Attending a module students will have to: – write an essay on a chosen theme, and/or

– write a critical study (up to 5 pages), discussing a research phenomenon. Themes are to be approved by the chair of the module.

3. LITERATURE 3.1. Primary

literature − ₋ Šami_Silobrć_č, M. (2006), _i_ć_{, V. (2003),}Kako nastaje naučno djelo_{Kako sastaviti, objaitit i ocijnetiti znanstvenog}, Sarajevo.

djelo, Zagreb: Medicinska knjiga.

− Halmi, A. (1996), Kvalitativna metodologija u društvenim znanostima.

Zagreb: Pravni fakultet – Studijski centar socijalnog rada.

− Halmi, A. (1999), Temelji kvantitativne analize u društvenim znanostima, Zagreb: Alinea.

− Petz, B. (1981, 1997, 2002), Osnovne statističke metode za nematematičare.Zagreb, Jastrebarsko: Naklada Slap

3.2. Secondary

literature − Fajgelj, S. (2004), primjenjenu psihologiju. Metode istraživanja ponašanja, Beograd. Centar za

− Bogdan, R., Biklen, S.K. (1992), Qualitative Research for Education,

Allyn an Bacon, Boston.

− Gačić, M (2001), Pisanje i objavljivanje znanstvenih i stručnih radova, Zagreb.

− Cohen, L., Manion, L. (1997), Research methods in education. London, New York: Routledge

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SOCIAL PEDAGOGY DEPARTMENT Academic 2009/10 Module title: MULTIPLE MEANING AND

HISTORICALLY-CULTURAL RELEVANCE OF RELIGION (ways of researching a religiousness phenomenon)

Module code: 07-K33-24

Level: Masters/II cycle Year: V Semester: IX ECTS credits: 4 Status: Obligatory Classes per week: 2P + 1V Total classes: 30+15=45

1. MODULE GOALS

To present religion within its crucial dimensions sterssing its modern socio-cultural context that makes possible to see the relevance, universality and value of a religion. To develop paralel study at the level of natural unrevealed and monotheistic revealed religions.

1.1.

Expected competences for students to develop

Students will develop:

– ability to understand religiousness as holistic, multidimensional and historically dynamic phenomenon;

– competence for methodological and conceptual development of coherent approach to studying religiousness;

– methodological and conceptual knowledge about studying religiousness correlate, sterssing the cultural, anthropological and socio-pedagogical.

Themes

Introduction to studying religion (religion as a universal phenomenon, its diverse definitions, classification and belief systems – ceremony and ritual).

Key elements of religion (ways of expressing religion e.g.. belief, revelation, experience, identity – national, cultural and political, as important variables of scientific evaluation of a human religiousness phenomenon)

Religion and social context (interaction between religious and social

context).

Religion and population (effects of religion on demographic world map,

family planning, the scope of great world religions today velikih svjetski; effects of religious thought, effects of value and practice on socio-economic development of a certain socio-cultural area).

Human nature in religious systems (anthropological religions plan – human nature, multiplicity in a human being, his/her obligations and hictorical mission).

Onthological certaintyt and existential anxiousness of a contemporary man/woman (harmonic relation between spiritual and physical in traditional religious and methaphysical traditions; destruction of harmony in anthropocentric world map and reflections in human psychology).

Crisis of religious identiti in today's worldu (crisis causes in modern culture, ways of expresing the crisis, 'New religiousness' as reaction to the crisis and new ways of studying a religiousness phenomenon).

1.2. Key thematic units

Historically-theological origins of 'New religiousness religious movements'

(historically-cultural context of new religious mentality, new alternative Chair of the mdule: Adnan Silajdžić,

Ph.D.

Office hours: after

classes and via e-mail E-mail: _{[email protected]}

Module associate: Valentina Mandarić, assistant professor

Office hours: after

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religion and alternative science as such).

Models for overcoming the crisis of traditional, institutional religiousnes

(ways for overcomind the crisis and possibilities for re-actualizing Tradition).

Phenomenology of religious tolerance (origin and development of so called dialog theology at the beginning XXI century).

Methods for religiousness research ( review of contemporary methods and religiousness-research methods).

Analysis of contemporary socio-religious research (European context)

religiousness of adolescents and the youth.

Indicators of changes in doing research on the youth religiousness today.

Importance of religion for a complete upbringing. 2. TEACHING PROCESS/ASSESSMENT

50 % 25 % 25 %

2.2. Assessment elements 1. attendance

2. essay/practice/research 3. written exam 4. oral exam 10 20 50 20 2.3. essay writing/seminar paper/research paper:

literature − Baloban, J. (ured.) (2005). studija vrednota: Hrvatska i EuropaU potrazi za identitetom., Zagreb: Golden marketing - Komparativna Tehnička knjiga.

− Corbin H. (2000). Duhovni svijet u razumijevanju, u: Islam u Iranu, svezak I. Sarajevo: Bemust.

− Chris C. Park, Sacred Worlds (An Introduction to geography and

religion), Routledge, London and New York, 1994., 169-196. i 197-230.

− Giddens A., Modernity and Self-Identity: Self and Society in the Late Modern Age (Stanford, 1991), str. 35-69.

− Ibn Tufejl, «Vjera i religija», u knjizi Živi sin Budnoga (Sarajevo, 1985);

− Jukić J., «Sveto i religija», u Lica i maske svetoga, KS, Zagreb, 1997., str. 21-65.

− Mandarić, V., Religiozni identitet zagrebačkih adolescenata, Institut društvenih znanosti Ivo Pilar/Katolički bogoslovni fakultet, Zagreb, 2000.

− Seligman A. B., «Prema fenomenologiji religijske tolerancije», Forum Bosnae, br. 9-10 (2000), str. 9-29;

− Silajdžić A., Kriza religijskog identiteta u današnjem svijetu, Fakultet islamskih nauka, Sarajevo, 2003.

3.2. Secondary

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− Gehlen A., Duša u tehničkom dobu: socijalno-psihološki problemi u industrijskom dobu (Zagreb, 2004);

− Hafizović R., «Tolerancija i kultura dijaloga u perspektivama islama»,

Forum Bosnae, br. 9-10 (2000), str. 131-158;

− Razum, R. (2008), Vjeronauk između tradicije i znakova vremena, Zagreb: Glas Koncila.

− Silajdžić A., Muslimani u traganju za identitetom, Fakultet islamskih nauka, Sarajevo, 2006.

− Yasien Muhammad, Priroda čovjeka u islamu (Sarajevo, 2004.).

− Ziebert, G. H.- KAY, K. W. (2005), Youth in Europa IAn international empirical Study about Life Perspectives, LIT.

− Ziebertz, H.G. – Kay, K. W. (2006), Youth in Europe II., An international empirical Study about Religiosity, LIT.

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SOCIAL PEDAGOGY DEPARTMENT Academic 2009/10 Module title: SOCIO-PEDAGOGICAL CONCEPTS AND

PREVENTION PRACTICE

Module code: 07-K33-20 Level: Masters/II cycle Year: Semester: IX ECTS credits: 4

Status: Obligatory Classes per week: Total classes: 30+15=45

To develop the understanding of preventing behavior disorders and (approaches, models, programs), to learn doing scientific and analytic research, and to encourage socio-pedagogical professional development. 1.1. Expected

Competences students should gain:

− understanding, programming and realizing professional prevention

− communication skills, cooperation in the process of creating and realizing prevention programs

− evaluating socio-pedagogical prevention projects

− the competence of research work in the field. Themes

Conceptualizing the prevention of behavior disorders and risky behavior (multi-disciplinary approach)

Re-conceptualization of social pedagogy in the process of prevention practice

Social capital theory – possibility and importance of conceptual inclusion into socio-pedagogical understanding of prevention

Socio-pedagogical contribution to developing the prevention of behavior disorders and risky behavior

Intervention scope: approach continuum, risk continuum, program continuum

Prevention levels (universal, selective, indicated: models and practice)

Recent prevention concepts (Positive development, developmental advantages model, resistance concept)

Scientifically based prevention programs

Methodology of programming prevention processes

Methods of evaluating prevention programs (scientific support criterion and the criterion of estimated needs of programs users)

Research methodology in prevention sciences 2. TEACHING PROCESS/ASSESSMENT

20 % 60 % 20 %

2. essay/practice/research 3. written exam 4. oral exam 10 20 50 Chair of the module: Edina Vejo,

Ph.D.

Office hours: after

Module associate: Muharem Adilović, asistant

Office hours: after

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20 2.3. essay writing/seminar paper/research paper:

literature − Bašibrinu. Model prevencije poremećaja u ponašanju: strategijska ć, J., Ferić-Šlehan, M., Kranželić-Tavra, V. (2007). Zajednice koje promišjanja, resursi i programi prevencije u Istarskoj županiji, Pula-Zagreb: ERF/Istarska županija.

− Ajduković, D. (ur.) (2003). Socijalna rekonstrukcija zajednice, Zagreb: Društvo za psihološku pomoć.

3.2. Internet

sources − ₋ www.prevention.samhsa.gov _{www.modelprograms.samhsa.gov}

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SOCIAL PEDAGOGY DEPARTMENT Academic 2009/10 Module title: SOCIO-PEDAGOGICAL TREATMENT Module code: 07-K33-22

Level: Masters/II cycle Year: V Semester: IX ECTS credits: 4

To increase students’ knowledge about theoretic, scientific and practical basics of different aspects of treatment and to enable them for individual studying, research and evaluation in the field.

1.1. Expected competences for students to develop

Students will:

− comprehend the basic issues in approaching, evaluating, planning, and applying certain treatments,

− comprehend the specific features of treatments considering diagnostic category as well as a personality structure and age of a person being treated.

− Competent evaluation of the type of treatment and the selection of an adequate method

− Understand the necessity of a supervision work in the process of treatment.

Themes Need for treatment

Historical and cultural aspects of developing different treatment models Models of abnormal behavior and experiencing

Calsification and diagnosis of abnormal behavior and experiencing Personality theories in the approach to a treatment process

Observing and evaluating a personality in a treatment process

Biological , psychological, social and spiritual foundations of a treatment process.

Defining the goal and selecting the method of treatment Institutional and non-institutional treatment

Treatment methods. Biological methods

Psychotherapy: theory and practice, methods and techniques Sociotherapy: theory and practice, methods and techniques Psychological counseling

Specific features of a treatment process through different age (childhood, adolescence, adulhood, the aged)

Spirituality and religion in a treatment process Supervision of a treatment process

Measuring and evaluating the effects of a treatment 2. TEACHING PROCESS/ASSESSMENT

50 % 25 % 25 % Chair of the module: Izet Pajević,

Ph.D.

and via e-mail E-mail: [email protected]

Module associate: Almira Isić, M.A. Office hours: after classes

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literature − Gerald Corey: Teorija i praksa psihološkog savjetovanja i psihoterapije, Naklada slap, Jastrebarsko, 2004.

− G.C. Davison i J.M. Neale: Psihopatologija abnormalnog ponašanja, Naklada slap, Jastrebarsko, 1999.

− Sadock BJ, Sadock VA. Kaplan – Sadock's Handbook of Clinical Psychiatry. Lippincott Williams and Wilkins, 2001.

− Josip Bašić i Antonija Žižak: Programski aspekti tretmana djece i omladine s poremećajima u ponašanju. Zagreb, 1992.

− Vesna Žunić Pavlović: Evaluacija u resocijalizaciji. Partenon. Beograd, 2004.

− Staniša Nikolić: Zaštit duševnog zdravlja mladih, Medicinska naklada – Zagreb, 1993.

− Charles Wener: Razvojna psihopatologija i psihijatrija, Naklada slap, Jastrebarsko, 2003.

3.2. Secondary

literature − Ameri1996. čka psihijatrijska udruga: DSM-IV, Naklada slap, Jastrebarsko,

− Svjetska zdravstvena organizacija: Međunarodna klasifikacija bolesti i srodnih zdravstvenih problema, deseta revizija (MKB-10), Medicinska naklada, Zagreb 1994

− M.T. Nietzel, D.A. Brenstein, R.Milich: Uvod u kliničku psihologiju, Naklada slap, Jastrebarsko, 2001.

− K Warner Schaie, Sherry L. Willis: Psihologija odrasle dobi i starenja, Naklada slap, Jastrebarsko, 2000.

− Šimun Šito Ćorić: Psihologija religioznosti. Naklada Slap, Jastrebarsko, 2003.

− O. Sinanović, R. Hafizović i I. Pajević: Duhovnost i mentalno zdravlje, Svjetlost, Sarajevo 2002.

− Marina Jurišić, Mijo Nikić, Herman Vukušić (urednici) Vjera i Zdravlje, Zbornik radova , Zaklada «Biskup Josip Lang», Zagreb 2005.

− Koenig H. G. (ed). Handbook of Religion and Mental Health. San Diego: Academic Press, 1998.

− O. Sinanović, R. Hafizović, I. Pajević. Duhovnost i mentalno zdravlje Sarajevo: Svjetlost 2002

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Module title: RESOCIALIZATION Module code: 07-K34-13

Level: Masters/II cycle Year: V Semester: IX ECTS credits: 4 Status: Obligatory Classes per week: 2P + 1V Total classes: 30+15=45

1. MODULE

GOALS To introduce students to contemporary developments in the programs of institutional and non-institutional resocialization, methods of creating resocialization programs, evaluation and maintaining a program integrity. 1.1. Expected

At the end of the modul, students will be able to implement resocialization program and to create their programs according to local area conditions. Resocialization – term, institutional and non-institutional

Resocialization approaches and the effectivness of certain approaches Factors of the effectivness of resocialization approach program Principles of effective interventions

Key issues of paenological tretment Resocialization programs

But kamp programs Diversional programs Recreation programs Punishment programs

Post-institutional observance programs

Genetske osnove ponašanja as a criterion for applying resocialization program

Proposal of an institutional treatment model based on LSI instrument (level security instrument)

Testing

Purpose and levels of a program being tested Metha-analysis and literature overview 1.2. Key

thematic units

Resocialization research 2. TEACHING PROCESS/ASSESSMENT

Activities descriptioni (%)

75 % 10 % 15 %

Chair of the module: Mevludin Hasanović, assistant professor

Office hours: after classes and via e-mail

E-mail:

[email protected]

Module associate: Almira Isić, M.A. Office hours: after

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literature − ŽuniPartenon. ć-Pavlović, V. (2004). Evaluacija u resocijalizaciji. Beograd:

− Uzelac, S. (2002). Zaštitni nadzor. Metodika socijalnopedagoškog rada. Zagreb: Globus.

3.2. Secondary

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SOCIAL PEDAGOGY DEPARTMENT Academic 2009/10 Module title: CULTURALLY SENSITIVE PEDAGOGY Module code: 07-K33-03

Level: Masters/II cycle Year: V Semester: X ECTS credits:

To introduce students to contemporary scientific developments in the field of intercultural and culturally sensitive pedagogy; to basic professional and scientific attitudes in the field. Students will become familiar with role of cultural context in different pedagogy fields. They will be able to recognize the importance of cultural context in doing research on ability, personality, motivation, emotions and mental health. They will become familiar with the role of culture in studying lifelong development. They will be able to recognize the basic problems in assimilating into some other cultures. Students should gain some basic knowledge about cultural competence. 1.1. Expected

Students will be able to:

− To understand the nature of an individual's behavior in a multicultural surrounding;

− To observe and evaluate specific characteristics of an individual and a group,

− To become familiar with the posibilities of culturally sensitive pedagogy with the special focus on practice.

Themes

Individual, culture, organization (key terms, studying culture, studying cultural varieties)

Metodology of intercultural research (Transforming culture into a measurable construct, lifelong development and culture, social pedagogy and culture, Mental health and culture, assimilation into other cultures) Values, life quality and working styles (terms: value, value orientations, culture and trans-generation value transfer, life quality evaluation, working styles)

Organizational culture (the term, levels of organizational culture, manifestations of organizational culture, dimensions of national cultures, differences in making relatios inside and outside a group)

Developing a multicultural organization, multicultural-shock research, shock stage, intercultural relations)

2. TEACHING PROCESS/ASSESSMENT

50 % 25 % 25 %

Criterion Maximum Sufficient

2.2. Assessment elements

Attendance (80%) 10 8

Chair of the module: Amel Alić, assistant professor

Office hours: after

Module associate: Selvedin Delić, asistant

Office hours: after

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Presentation 10 7 Professional portfolio –

individual research 30 17

Written (at the end of a

module) 30 18

Final _{20 10}

Total 100 60

2.3. Notice Regular reading and preparing for discussions is obligatory. Students have to do an individual research till the end of semester. Approved research is a prerequisite for the final exam.

The final exam consists of a written exam coupled with a professional portfolio. Summary and a total research paper serve as an exam application.

literature − Kagitcibasi, C. (2007). Cultures. London: Lawrence Erlbaum Associates Publishers. Family, Self, and Human Development Across

− Keller, H. (2007). Cultures of Infancy. London: Lawrence Erlbaum Associates Publishers.

− LeVine, R., New, R.S. (2008). Anthropology and Child Development – a Cross-cultural Rreader. Blackwell Publishing.

− Matsumoto, D., Juang, L. (2003). Culture and Psychology. Oxford: Oxford University Press.

− Westen, D. (1999). Psychology – Mind, Brain and Culture. Harward University: John Wiley & Sons, Inc.

3.2. Secondary

literature − Cox, T. (2004). Zelina d.d. Stvaranje multikulturalne organizacije. Zagreb: Tiskara

− Giroux, H.,A., & Shannon, P. (1997). Education And Cultural Studies. Routledge New York and London.

− Jex, S.M. (2002). Organizational Psychology: A Scientist-practitioner Approach. New York: John Wiley & Sons. Chapter 15: Organizational Culture (p.p. 401-432)

− Jovanović-Božinov, M. i ostali (2003). Organizaciono ponašanje. Beograd: Megatrend.

− Semprini, A. (2004). Multikulturalizam. Beograd: Clio.

− Tesluk, P., Hofmann, D., Quigley, N. (2002). Integrating the Linkages between Organizational Culture and Individual Outcomes at Work. In: Sonnentag, S. (Eds.), Psychological Management of Individual Performance (pp. 444-470). New York: John Wiley & Sons.

3.3. Additional

literature − Bogdan, R.C., Biklen, S.K. (eds.) (1998). Education. 3rd ed., Allin and Bacon. Qualitative Research For

− Miller, P.J., et al. (2003). Ethnografic Methods. In: Camic, P.M., et al. (2003). Qualitative Research In Psychology. Washington: American Psychological Association.

− Cohen, L., et al. (2007). Metode istraživanja u obrazovanju. Zagreb: NAKLADA SLAP.

− LeCompte, D.M., et al. (1992). The Handbook of Qualitative Research inEducation. London: Academic Press

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SAGE Publications.

− McMillan, J.,H. (1992). Educational Research. Harper Collins, Pub., New York.

− Mertens, M.,D. (1998). Research Methods In Education And Psychology. SAGE Publications, London.

− Patton, M.Q. (1990). QualitativeEvaluationandReasearchMethods. London: SAGE Publications.

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7.2. ELECTIVE MODULES

Module title: SOCIAL POLITICS' FUNCTION IN HUMAN DEVELOPMENT IN B&H

Module code: 07-K33-17 Level: Masters/II cycle Year: Semester: X ECTS credits: 4

Status: Elective Classes per week: 2P + 1V Total classes: 30+15=45

To introduce students to new elements of human development in BiH in the context of socially-political activities performed by social politics leaders. 1.1. Expected

Students will become familiar with doing research and knowing the parameters of achieved level of human development of Bosnian population. Special attention will be paid to demographic development, changes in heatlcare system, educational system, and other fields of social politics and safety.

Themes:

Concept of human development and its developments and needs at the turn of the century;

OUN i UNDP, as specialized agencies for research and support for faster economic and social development in undeveloped and developing countries. Concept of economic and social development in the context of achieving the goals of human rights, especially children and marginal social groups. Concept of human development in the context of understanding human benefit and new beginning of ultimate human potentials without degrading or destroying human and natural resources.

Principles, metods and concepts of maintainable economic and social (human) development.

Bosnian concept of human development in the context of Report on global human development based on desire to live ¨long and healthy life, to learn and have access to resources necessary for a decent living standard¨.

Principles of implementing human development in the contex achieving socially-politicals ideals:

a) equality which means equal access to possibilities;

b) sustainability that means solidarity with future generations;

c) productivity that includes investing in human resources and macro-econmic surrounding and

d) enpowering that enables people to achieve the level of development which helps them act on their free will principle

Basic areas of human development in the context of socio-political goals in B&H:

− Area of demographic development;

− Area of helthcare system deelopment;

− Are of education development

− Are of overcoming poverty and isolation. Chair of the module: Vahid Kljajić,

Ph.D.

Office hours: after

classes and via e-mail E-mail:

Module associates: Muharem Adilović, assistant

Office hours: after

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Metodology, principles and ways of planning human development in the context of economic and social development.

Comparative analysis of environment in the context of global human development.

2. TEACHING PROCESS/ASSESSMENT

2.1. Teaching elements 1. lecture

2. presentation 50 % _{50 %}

3. LITERATURE 3..1. Primary literature

„Uporedni sistemi socijalne politike“ (hrestomatska građa), „Pristup socijalnim pravima u Evropi“ Izvještaj Vijeća Evrope, „Socijalni razvoj i planiranje“ dr. Vahid Kljajić

3.2. Secondary

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SOCIAL PEDAGOGY DEPARTMENT Academic 2009/10 Module title: MASS COMMUNICATION PSYCHOLOGY Šifra modula: 07-K33-11

Level: Masters/II cycle Year: Semester: X ECTS credits: 4

Status: Elective Classes per week: Total classes: 30+15=45

To introduce students to contemporary psychological understanding of structure, processes impact of the means of mass communication. Students will also be introduced to psychological preconditions of successful impact of print and electronic media on an individual, group and society, as well as on psychological methods of doing research on way of thinking of readers, listeners and observers.

Students will learn contemporary psychological ideas about structure, processes and the impact of mass communication means.

Themes

Communication – differnces in defining and meaning (various defining of the term ¨mass communication¨, psychological mechanisms in massage transfer, adequatness of communication cannal)

Scientific psychology: the origin of theory and communication practice( origins and models of psychology, experimental and applicable psychology, the future of psychology)

Fields of study of mass communication psychology p ( tasks, relation between mass communication psychology and other psychological disciplines)

Origin and development of communication media (the importance of the beginning of letters, development of print and electronic media – cell phones, the Internet)

Basic elements of public communication system (information, communication, media)

Access, signs and meanings (basic concepts, signs and classification, signals and symbols, sign function)

Function of non-verbal communication (facial expression, the impact of studying and culture on the use of non-verbal signs of communication, key types of non-verbal signs, extralinguistic communication signs)

Structure and function of mass media communication (psychological characteristics of print media, of electronic media, especially TV, psychological function of new media)

Psychological characteristics of audience (what is audience, kinds and types, motivation and education of audience)

Models «process» and semiological schools (nature, processes and ways of functioning of key models of «process» and semiological school)

Communication models and the possibilities of improving successfulness (barier to effective communication, psycho-social causes of communication misunderstanding, ways of improvinf communication)

Educating workers for mass communication (psychological knowledge and Chair of the module: Ismet Dizdarević,

Ph.D.

Office hours: after

classes and via e-mail E-mail:

Module associate: Anela Hasanagić, M.A.

Office hours: after

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skills for effective influence on print and electronic media, methods of studying)

Methods and techniques of doing research on mass communication 2. TEACHING PROCESS/ASSESSMENT

50 % 25 % 25 %

3. LITERATURE 3.1. Primary literature

Ismet Dizdarević: Psihologija masovnih komunikacija, Sarajevo, 1997. Fred Inglis: Teorija medija, Barbat, Zagreb, 1997.

Mario Plenković: Komunikologija masovnih medija, Baebat, Zagreb, 1993. Dejvid Reg: Odnosi s medijima, Clio, 1996.

Stanislav Fajgelj: Metode istraživanja ponašanja, Beograd, 2004. 3.2. Secondary

literature

Šemso Tucaković: Historija komunciranja, Univerzitetska knjiga, Sarajevo, 2000.

David Barrat: Media Sociology, London, 1994.

Earl Babie: The Practice of Social Research, Belmont, 1991. France Vreg : Demokratsko komuniciranje, Sarajevo, 1991.

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SOCIAL PEDAGOGY DEPARTMENT Academic 2008/09 Naziv modula: FORENSIC PSYCIATRY Module code: 05-K30-11

Level: Masters/II cycle Year: V Semester: X ECTS credits: 4

Status: Elective Classes per week: 2P + 1V Total classes: 30+15=45

To introduce students to situations they will encounter with mentally sick people, law, and crime. To inform students about all life situations that do not necessarily mean ¨argument¨ but are rather important in everyday life, such as contract signing, working ability evaluation, a will value evaluation custody for only one parent after divorce.

Being able to recognize all the situations in future professional work and to apply the knowledge they acquired, to have an attitude, to make a decission. Cooperation with professionals from other fields (psychiatrists, psychologists, sociologists, lawyers,…)

Themes

Introduction to forensic psychiatry, subject, hystorical development Psychiatric expert evaluation; expert evaluation in criminal proceedings; Psychical disorders and criminal

Accountability, accountability basis, Criminal-justice and unaccountability;

Unaccountable deliquents from criminal-law to civil-law

Law on protecting people with psychical disorders and the law implication Compulsory hospitalization

Forensic psychiatry and civil-law

Expert evaluation of contract validity and expert evaluation of the ability to make a will (testament).

Expert evaluation of working ability Expert evaluation of cranio-cerebral injury Expert evaluation of non-material damage Expert evaluation of child custody 1.2. Key

thematic units

Mobbing; forensic-psychiatric implications 2. TEACHING PROCESS/ASSESSMENT

50 % 25 % 25 %

2. essay/practice/research 3. written exam 4. oral exam 10 20 50 20 Chair of the module: Alija Sutović,

Ph.D.

Office hours: after

Module associate: Almira Isić, M.A. Office hours: after

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literature − psihijatrija, Medicinska naklada, Zagreb, 2005. Kozarić-Kovačić D, Grubišić-Ilić M, Grozdanić V: Forenzička

− Goreta M, Peko-Čović I, Buzina N. Psihijatrijska vještačenja; Zbirka ekspertiza; Knjiga prva: Kazneno pravo. Naklada Zadro, Psihijatrijska bolnica Vrapče, Zagreb, 2004.

− Goreta M, Peko-Čović I, Buzina N. Psihijatrijska vještačenja; Zbirka ekspertiza; Knjiga druga: Građansko pravo. Naklada Zadro, Psihijatrijska bolnica Vrapče, Zagreb, 2006.

− Sadock BJ, Sadock VA. Kaplan – Sadock's Handbook of Clinical Psychiatry. Lippincott Williams and Wilkins, 2001.

− Kapamadžija B: Forenzička psihijatrija; Priručnik za sudskopsihijatrijska veštačenja. Dnevnik Novi Sad, Medicinska knjiga Beograd-Zagreb, 1989.

− Kecmanović D. Prevencija duševnih poremećaja. U: Psihijatrija. Ur. Dušan Kecmanović, Medicinska knjiga Beograd-Zagreb, Svjetlost Sarajevo, 1989

3.2. Secondary

literature − SušiLopašić Z. Psihijatrijsko vještać, Betlheim S, Dogan S. Medicinska knjiga Beograd-Zagreb, čenje i procjenjivanje. U: Psihijatrija, ur. R. 1965.

− Šternić M. Sudska psihijatrija. U: Psihijatrija.Ur.Slavka Morić-Petrović. Medicinska knjiga Beograd-Zagreb, 1987.

− Turčin R. Forenzička psihijatrija. U: Psihijatrija, Ur. Dušan Kecmanović, Medicinska knjiga Beograd-Zagreb, Svjetlost Sarajevo, 1989.

− Koić E, Komar Z, Vukušić H, Blažinić B: Vodič za vještačenje mobbinga. U: Mobbing. Ur. Nada Bodiroga-Vukobrat, Tanja Frančišković, Mirjana Pernar. Društvo psihologa Primorsko-goranske županije. Rijeka, 2006.

MASTERS DEGREE CURRICULUM

MASTERS DEGREE

CURRICULUM

Zenica, January 2010.

CONTENTS

1. INTRODUCTION

1.1. Study description and references

1.2. Conditions for enrolling the studies

1.3. Conditions for completing the studies

1.4. Study goals and assignments

1.5. Academic degree acquired at the end of the study

2. CURRICULUM

7.1. OBLIGATORY MODULES

7.2. ELECTIVE MODULES