Programme graduates are familiar with the basic paradigms of psychology and special education, i.e. they are knowledgeable about the major branches of psychology (general, developmental, social, pedagogical, clinical and workplace psychology; theories relating to special education, education of the mentally disabled, education of emotionally disturbed individuals, education of individuals with visual or hearing impairments, speech language therapy and education of the physically disabled) as well as related basic research procedures and methods. They have a basic understanding of child personality components (and pupil and student personality components) and children’s developmental variability, including developmental idiosyncrasies, disorders and specific needs. They have basic knowledge about the teaching (education) professions and teaching and learning processes. They have an understanding of the psychological foundations of leading children’s groups and creating an appropriate educational environment, including the application of counselling psychology in teaching and education. They understand basic research principles and methods (screening, conducting a survey, processing and interpreting data) for the purposes of educational and training facilities. They have general knowledge of psychological and special pedagogical contexts and the nature and functioning of educational institutions. They understand the system of integrative and inclusive support for individuals with special needs.

Programme graduates understand the basic paradigms of psychology, both in terms of their historical development and their contemporary manifestations. They have more in-depth knowledge of all basic branches of psychology (personality psychology, general, developmental, social and educational psychology). MA graduates also have academic knowledge and skills enabling them to enrol in specialized education courses in the areas of counselling psychology, clinical psychology and other professional specializations (courses in counselling and school psychology, general and special psychopathology, psychopathology of children and adolescents, psychological diagnostics of children and adults, psychotherapy). Great emphasis is placed on psychological research skills, in particular phenomena associated with the educational process, and on internships in both school counselling facilities and medical (clinical) facilities. Above all, graduates master basic research methodology at an advanced level as a tool for grasping the terminology and theoretical concepts of a psychologist’s work. They master the methods of psychological work (identification, diagnosis, intervention, therapy) with children and adolescents (individual level) and with groups and institutions (e.g. work with school atmosphere and ethos). They know how to participate appropriately in the processes of education, teaching and learning and are able to work with teachers and educators. They master the key methods of remedying clients’ dysfunctions and disorders (in particular in children and adolescents).

The doctoral study programme is designed to prepare scientific researchers in the fields of educational and school psychology who will contribute to the development of psychological theory and research through independent research. Doctoral studies strengthen candidates’ scientific knowledge through the application of Czech and international research findings. They further expand doctoral students’ methodology and research skills and competencies and presentation skills with an emphasis on educational and school psychology and systematically place these skills in the broader context of other psychological disciplines and social sciences. Each doctoral student’s primary output is a dissertation which presents his or her original scientific research.