(in Polish) pedagogika resocjalizacyjna (niestacjonarne I st.) (ZZ-RE-1)

The learning outcomes approved by Resolution No. 446/2022 of the Senate of the Maria Grzegorzewska University of 28 September 2022, amending Resolution No. 328/2022 of 16 March 2022 concerning the study programme in Social Rehabilitation Education with a general academic profile
upon completion of the first-cycle (Bachelor’s) programme in Social Rehabilitation Education, the graduate:
in the area of KNOWLEDGE, the graduate knows and understands to an advanced degree the facts, theories, methods, and complex relationships between them, including their connections with other fields, that form the basis for designing and undertaking diverse social rehabilitation activities; the complex conditions and axiological context of working with individuals who are socially maladjusted or at risk of social maladjustment;

in particular:
- the nature and position of pedagogy and social rehabilitation education within the system of social sciences, the relationship between social rehabilitation education and special education, historical conditions, and significant contemporary trends in the development of pedagogy and social rehabilitation education;
- the foundations of the philosophy of education and the axiological aspects of pedagogy, the specifics of the main educational environments, and the processes occurring within them;
- philosophical, psychological, and social concepts of human beings, as well as concepts of their proper and disturbed development (in biological, psychological, and social aspects), as well as concepts of learning, teaching, education, and social rehabilitation, as well as their practical applications;
- systematised terminology used in pedagogy and social rehabilitation education, as well as in related disciplines;
- advanced concepts of social prevention and the rehabilitation of socially maladjusted individuals, the diverse conditions influencing the effectiveness of interventions, and the methodological foundations for conducting preventive and rehabilitative interventions in both open and closed environments;
- comprehensive methods for designing and conducting diagnostic activities in pedagogical and social rehabilitation practice;
- methods, forms, and content, strategies for selecting adequate didactic resources, including internet-based materials supporting teaching, taking into account the diverse educational needs of learners, typical educational challenges, principles of education, norms, procedures, and best practices applied in various areas of pedagogical activity (in centres and institutions engaged in educational and social rehabilitation work);
- the role of the educator in shaping the attitudes and behaviours of pupils and students;
- the diversity of educational needs of pupils and students, and the resulting responsibilities of schools and other care, educational, and social rehabilitation institutions to adapt the organisation of the teaching and education process; the issue of inclusive education, as well as methods of implementing the principle of inclusion;
- the legal and economic foundations of the functioning of the education system and the system of social rehabilitation interventions;
- the structure, objectives, and tasks of educational, care, and social rehabilitation institutions, as well as alternative forms of education and social rehabilitation interventions;
- the structure of scientific texts, their constituent elements, and the methodological assumptions for designing and conducting research in pedagogy and social rehabilitation education, with particular emphasis on research methods used in social sciences;
- understands the postulate of multi-paradigmatism;
- knows the ethical principles and norms related to conducting research in social rehabilitation education;
- is familiar with the rights of children, persons with disabilities, and socially maladjusted minors and adults;
- understands the ethical principles and norms applicable to educational, preventive, and social rehabilitation interventions;
- understands the principles of occupational health and safety in educational, care, and social rehabilitation institutions, as well as the legal responsibilities of teachers, tutors, and educators;
- is familiar with the principles of providing first aid;
- understands the processes of interpersonal and social communication, their regularities and disturbances, and norms related to the culture of the Polish language and foreign languages;
- knows the functioning and pathologies of the speech apparatus, principles of effective voice use, and the basics of the functioning of the visual and balance organs;
- understands basic concepts and principles related to the protection and management of intellectual property and copyright law, as well as mechanisms for creating and developing individual entrepreneurship in education, both in terms of active participation in the economic sphere and personal attributes conducive to economic activity;
- understands the fundamental dilemmas of contemporary civilisation;
in terms of SKILLS, the graduate can innovatively perform tasks, formulate and solve complex and untypical problems related to social rehabilitation initiatives, as well as care, educational, therapeutic, and supportive initiatives in changing and not entirely predictable conditions, using knowledge, including from other fields; independently plan their lifelong learning; communicate with diverse audiences and appropriately justify their positions;
in particular:
- utilise knowledge from the social sciences to analyse complex and untypical pedagogical processes and phenomena, including issues related to social maladjustment and the organisation of educational and social rehabilitation systems; appropriately select sources of information, use advanced information technologies in the learning process and asses and critically analyse the acquired information; synthesise, creatively interpret and present information;
- diagnose the needs, capabilities, talents, as well as disorders in the social adaptation process of individuals under care;
- design educational, social rehabilitation, and preventive interventions in both open and closed environments, as well as activities that support the integral development of individuals under care, their engagement, and participation in the educational process and social life;
- select appropriate methods, forms, materials, as well as didactic, educational, and social rehabilitation resources tailored to the diverse needs of students and individuals under care; use information and communication technologies to design and effectively implement pedagogical activities independently;
- implement educational, supportive, preventive, and social rehabilitation interventions; generate non-standard solutions to specific problems in changing and unpredictable conditions, evaluate the undertaken interventions;
- implement educational interventions that motivate individuals under care to learn, work on self-improvement, and make conscious and responsible educational and career decisions;
- analyse their effectiveness and modify activities to achieve the desired results in education;
- foster interests, talents, creativity, and the ability for independent, critical thinking of individuals under care; appropriately select tasks and forms of educational and social rehabilitation work within the framework of self-education and promote students' achievements;
- monitor the progress of individuals under care, their engagement, and participation in the social life of the institution;
- utilise assessment and feedback processes to stimulate individuals under care in their personal development efforts;
- design and implement educational, preventive, and social rehabilitation programmes, taking into account the diverse needs of individuals under care, their parents or guardians, and educators;
- work with individuals under care with special educational needs, including those facing adaptation difficulties due to migration experiences, coming from culturally diverse backgrounds, or with limited proficiency in the Polish language;
- responsibly organise the work of individuals under care, respecting their right to rest;
- cooperate in a team assuming various roles, assign and undertake tasks, cooperate with other specialists and participants in the social rehabilitation process, as well as plan and organise both individual and group work;
- analyse their pedagogical activities, indicate areas requiring modification, experimentation, and the implementation of innovative activities; independently develop pedagogical knowledge and skills using various sources, including foreign-language materials and modern technologies; plan and implement a programme for personal and professional development;
- engage in the process of lifelong learning;
- analyse scientific texts;
- differentiate between research methodology orientations;
- design basic research projects: formulate research problems and hypotheses, select appropriate research methods and techniques, develop research tools, process, present, and interpret research results, draw conclusions, indicate directions for further research, and creatively present research findings;
- collaborate with research team members at various stages of research design and implementation;
- use the Polish language correctly;
- use a foreign language in accordance with the requirements specified for the B2+ level of the Common European Framework of Reference for Languages, with particular emphasis on terminology in the field of social rehabilitation education;
- communicate with specialists and individuals outside the pedagogical community, taking into account current language norms and specialist terminology, using various communication techniques and channels; actively participate in debates on complex issues related to social rehabilitation education, accurately present their opinions and positions, express doubts and suggestions, and evaluate the views of others;
- use the speech apparatus in accordance with the principles of voice emission;
- provide basic first aid in emergency situations;
in terms of SOCIAL COMPETENCIES, the graduate is prepared to create, develop, and promote models of appropriate conduct when working with socially maladjusted individuals and those at risk of social maladjustment, both within and beyond the professional environment; to undertake professional initiatives and make independent decisions, critically assess themselves as well as the teams and organisations they are part of and to take responsibility for others and for the consequences of their actions;
in particular:
- critically evaluate their knowledge and skills;
- recognise the importance of knowledge in solving cognitive and practical problems, seek experts' opinions in the case of encountering difficulties in solving problems independently;
- consciously take on social responsibilities related to the professional duties of an educator, identify the specifics of the local environment, and engage in cooperation for the benefit of students and the community; inspire and organise the activities of other people for the social environment and the public interest, and demonstrate a sense of ecological and cultural responsibility for the future of the world;
- think and act in an entrepreneurial way;
- appreciate tradition and the achievements of research in pedagogy, social rehabilitation, pedagogy, and related sciences, recognise the importance of this knowledge in solving cognitive and practical problems in the field of pedagogy and social rehabilitation education;
- show sensitivity to the problems of individuals at risk of social maladjustment and those already socially maladjusted;
- demonstrate an appropriate attitude towards individuals with special educational needs, including those who are socially maladjusted, apply universal ethical principles and norms in their work, and show respect for every individual;
- build relationships based on mutual trust among all participants in the educational process, including students, their parents or guardians, and involve them in activities that support educational effectiveness;
- work in a team, take on various roles, and cooperate with teachers, educators, specialists, parents or guardians of students, and other members of the school and local community;
- design activities aimed at the development of educational institutions and stimulate improvement in the quality of their work;
- undertake tasks related to inclusive education;
- communicate with individuals from diverse backgrounds and with different emotional conditions, resolve conflicts through dialogue, and create a positive atmosphere for communication in educational practice;
- engage in self-reflection on professional development and undertake activities related to lifelong learning.