Psychology of everyday life

Objectives and subject-specific competences

OBJECTIVES: The main objective of the subject is to familiarise students with the problems and areas of the Psychology of Everyday Life. The subject provides knowledge of main rules, concepts, theories and research approaches as treated by modern psychology, and introduces the students into main spheres of human life and man’s embeddedness into modern life. The students are being qualified for drawing up scientific and expert researches in the field of Psychology of Modern Life. Providing in-depth information of positive and optimal experiences. After finishing the programme the student gains insight into what Psychology of Everyday Life is dealing with, what goals and tasks it sets and which methods it uses. The students also gain insight into the most important theories and models of Psychology Everyday Life.
COMPETENCES: The students are capable of understanding, assessing and estimating by means of measuring instruments the most important dimensions of psychological understanding of everyday life. They are able to critically assess and understand the significance and the role of these understandings in real life and they improve their future professional experience.

Description of content

Introduction: Categories of modern life; significance of psychological findings for the understanding of modern man
Dynamics of adaptation: Adapting to modern way of life; personality theories; stress and coping with stress; motivation and emotions; emotional intelligence
Mutual relations: self-concept and self-respect; social cognition and social influence; mutual communication; friendship and love; intimacy
Development transitions: gender and behaviour; adolescence and adulthood; work and carrier; progress and expression of sexuality Physical and mental health: psychology and physical health; illness and physical reactions to illness; independent life; traumatic experience; psychological disturbances; modern forms of psychological assistance: counselling, coaching, psychotherapy, rehabilitation counselling
Individualisation of modern life: individualisation as new cultural framework for social subjectivity of an individual; individualisation and globalisation; patched identity; postmodernism and new global individuality.

Basic bibliography

Carson, R., Butcher, J., Mineka, S. (2002). Abnormal psychology and modern life. Allin Bacon, 37-88. Heatherton, T.F., & Weinberger, T.F. (1994). Can personality change? Washington DC. APA, 32-87.
Kobal Grum, D. (2003). Beings of self-concept. Ljubljana: i2, 24-77.
Matsumoto, D. (1996). Culture and modern life. London: Brooks Cole, 44-98.
Simon, B. (2004). Identity in Modern Society: A Social Psychological Perspective. Blackwell Publishers, 97-135.
Sloan, T., Broughton, J. (1995). Damaged life: The crisis of modern psyche (Critical psychology s.). London: Routledge, pp. 22-89.

Envisaged learning outcomes

Knowledge and understanding

Knowledge of concepts, models and theories of the Psychology of Everyday Life, their empirical evidence and significance for the understanding of human nature.

Application

Application of findings to understanding own experiences and behaviour as well as that of other persons.

Reflection

Scientifically justified critical assessments of everyday mentality, personality and behaviour.

Transferable skills

Skills in critical and effective use of sources, collection and interpretation of information, analyses of data and research findings, communication of expert opinions and findings in oral and written form.

Curriculum compiler

Associate professor dr. Darja Kobal Grum
KOBAL GRUM, Darja, MUSEK, Janek. Self-concept and academic achievement: Slovenia and France. Pers. individ. differ. 2001.
KOLENC, Janez, KOBAL GRUM, Darja, LEBARIČ, Nada. Motivation in school from the social-anthropological point of view. Anthropol. noteb., 2002, vol. VIII, no. 1, pp. 92-1100, no. 5, pp. 887-899.
KOBAL GRUM, Darja. Does mental health promoting school program (in Central and Eastern European schools) improve self-concept? Stud. psychol., 2006, vol. 48, no. 2, pp. 125-140.