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Attribution, attributional styles and dimension of internality - externality in psychosomatic patients
Nováková, Martina ; Niederlová, Markéta (referee) ; Štětovská, Iva (referee)
The thesis deals with attribution, attributional styles and dimension of internality-externality in psychosomatic patients. The text is divided into a theoretical part and an empirical part. The term psychosomatic disorder is defined in the theoretical part. The essential links between psychosomatic disorder, stress and cognitive processes are mentioned. Selected attribution theory and the concepts of attributional styles then make up the majority theory, the emphasis is placed on the dimension of internality-externality. In the empiric part, there are four hypotheses defined using two psychodiagnostic methods tested on a set of people with psychosomatic disorder and compared with the healthy population. Three of the hypotheses were confirmed, one of them only partly. Key words: attribution attribution theory attributionalstyle internality-externality locus of control psychosomatic disorder/psychosomatic illness somatoform disorder (SFD) functional disorder medically unexplained symptoms (MUS)
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Career counselling in French "bilan de compétences" approach
Šprlák, Tomáš ; Rymeš, Milan (advisor) ; Štikar, Jiří (referee)
The theoretical part of the diploma thesis presents some selected approaches to career counseling with emphasis on the French method bilan de compétences . This method is based on an approach that combines the competence analysis, psychological assessment, individual empowerment and career counseling. Finally, a resumé of most in uential research studies examining mental processes active during this method is presented. Results of the research study conducted on a sample of 31 (28-49 years) unemployed, participants of a six week bilan de compétences programme are presented in the second part of the thesis. We measured the evolution of self-e cacy, locus of control and psychological well-being during the programme. These variables were measured in three phases: prior to the programme, at the end of the programme and on month following the end of the programme. At the end of the programme participants showed signi cantly higher level of self-e cacy and psychological well-being as compared to the situation before the start of the programme. One month after its end, however, values returned to its original level. We also examined relationship between satisfaction with the programme, level of acquired knowledge and observed psychological variables. No signi cant relationship was discovered. Results...
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