1. komponenta

Lecture type	Total
Lectures	30

* Load is given in academic hour (1 academic hour = 45 minutes)

1. Integrate clinical information to plan and implement a speech-language pathology intervention.
2. Plan, implement and evaluate preventive activities in the field of speech-language pathology.
3. Apply ethical principles in speech-language pathology work/practice.
4. Propose solutions in the field of communication, listening, language, speech and voice as well as reading, writing, eating and swallowing to people inside and outside the professional environment representing professional opinion.
5. Critically evaluate interdisciplinary professional and scientific content for the purpose of applying modern knowledge in the field of speech-language pathology.

1. 1. Scheetz, N.A. (2004). Psychological aspects of deafness. Boston, MA: Pearson
   Education.
   2. Skripta kolegija Psihološki aspekti oštećenja sluha (2012)
   
   Sljedeći članci i poglavlja su obavezna literatura koja se nalazi u skripti:
   
   Aguayo, M. O. i Coady, N. F. (2001). The experience of deafened adults: implications for
   rehabilitative services. Health and Social Work. Preuzeto s www.freelibrary.com
   Greenberg, M. (2000). Educational interventions: Prevention and promotion of
   Competence. U Peter Hindley & Kitson, N., Mental health and deafness (pp. 311-
   336). London: Whurr Publishers.
   Ivasović, V. (2002). Psihološke implikacije kohlearne implantacije. Suvremena
   psihologija 5(1): 85-104.
   Ivasović, V. & Andrijević, L. (2005). Savjetovalište za roditelje i djecu koja nisu
   korisnici Centra. Zbornik radova sa stručnih skupova: 153-154. Zagreb: Centar za
   odgoj i obrazovanje
   Ivasović, V. (2005). Psihološka i neuropsihološka procjena djece s oštećenjem sluha.
   Zbornik radova sa stručnih skupova: 155-158. Zagreb: Centar za odgoj i
   obrazovanje
   Ivasović, V. (2006a). Psihologija i gluhoća: etički principi i strukovni standardi.
   Suvremena psihologija 9(1): 63-87.
   Ivasović, V. (2006b). Mentalno zdravlje i gluhoća. U Ivan Š. (Ur.), VII Bioetički okrugli
   stol Bioetički aspekti komuniciranja s gluhim pacijentima: Zbornik radova (str.
   85-106). Rijeka: Medicinski fakultet Sveučilišta u Rijeci - Katedra za društvene
   znanosti.
   Kuhn, N. (2012). Socioemocionalne teškoće gluhe i nagluhe djece: učestalost i obiteljski
   čimbenici. Doktorski rad. (2. poglavlje)
   Mayberry, R. I. (2002). Cognitive development of deaf children: The interface of
   language and perception in neuropsychology. U S. J. Segaolwitz & I. Rapin (Eds.)
   Handbook of Neuropsychology, 2nd Edition, Volume 8, Part II (pp. 71-107). 2nd
   Edition. Amsterdam: Elsvier
   Spencer, P. A. i Marshark, M. (2010). Evidence-based practice in educating deaf and
   hard-of-hearing students. New York, NY: Oxford University Press. (Poglavlje 10:
   Programing for children with multiple disabilities)
   Sullivan, P., Brookhouser, P., & Scanlan, M. (2000): Maltreatment of deaf and hard of
   hearing children. U Peter Hindley & Kitson, N., Mental health and deafness (pp.
   149-184). London: Whurr Publishers.,
2. Andrews, J.F., Leigh, I., & Weiner, T. (2004). Deaf People: Evolving Perspectives from
   Psychology, Education, and Sociology. Needham Heights, MA: Allyn and Bacon.
   Edwards, L. & Crocker S. (2008). Psychological processes in deaf children with complex Ninoslava Kuhn Psihološki aspekti oštećenja sluha
   
   3
   needs: An evidence-based practical guide (pg. 4 , 5 i 6). London: Jessica Kingsley
   Publishers.
   
   Glickman, N.S. (2009). Cognitive-behavioral therapy for deaf and hearing persons with
   language and learning challenges. New York, NY: Taylor & Francis Group.
   Glickman, N.S. & Gulati, S. (2003). Mental health care of deaf people: A culturally
   affirmative approach. Mahwah, NJ: Lawrence Erlbaum Associates.
   Glickman, M.A. & Harvey, N.S. (1996). Culturally affirmative psychotherapy with deaf
   persons. Mahwah, NJ: Lawrence Erlbaum Associates.
   Guthmann, D. The Gray Area: Ethics in providing clinical services to deaf and hard of
   hearing individuals. (Preuzeto s http://www.mncddeaf.org/articles/ethics_ad.htm)
   Harvey, M.A. (2003). Does God have a cohlear implant? U Neil S. Glickman & Gulati,
   S. (Ur), Mental health care of deaf people: A culturally affirmative approach (pp.
   327-346). Mahwah, NJ: Lawrence Erlbaum Associates.
   Hindley, P. & Kitson, N. (2000). Mental Health and Deafness. London: Whurr Publishers
   Ivasović, V. & Andrijević Gajić, L. (2008). Gluho/nagluho dijete u redovnom
   obrazovnom sustavu problem ili izazov? Zagreb: Hrvatski savez gluhih i nagluhih
   osoba.
   Lederberg, A. (1993). The impact of deafness on mother-child and peer relationships. U
   Marc M. & Clark, M.D., Psychological perspectives on deafness (str. 93-119).
   Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
   Marschark, M. (1993). Psychological development of deaf children. New York, NY:
   Oxford University Press.
   Marshark, M. & Hauser, P.C. (2008). Deaf cognition: Foundations and outcomes. New
   York, NY: Oxford University Press.
   Shirmer, B.R. (2001). Psychological, social, and educational dimensions of deafness.
   Needham Heights, MA: Allyn and Bacon.
   Spradley, T.S. & Spradley J. P. (1987). Deaf like me. Washington, DC: Gallaudet
   University Press.
   Turner, J. Klein, H. & Kitson, N. (2000). Interpreters in mental health settings. U Peter
   Hindley & Kitson, N., Mental health and deafness (pp. 297-310). London: Whurr
   Publishers.
   
   Studentima koji su zaintersirani u tematiku predlažem čitanje odgovarajućih poglavlja
   preporučene literature te gore navedenu literaturu kao referencu za daljnje učenje. Skripta
   sadrži članke i poglavlja koja će biti obavezna za pročitati uz predviđena poglavlja
   udžbenika, ali sadrži i neke preporučene članke koji nisu obavezni za pročitati. Skripta se
   može posuditi u knjižnici fakulteta i odnijeti na kopiranje (najbolje da jedna osoba ostavi
   skriptu na kopiranju za sve).,

Mandatory course - Regular studij - Speech and Language Pathology