Portfolio - BMEGT52S221

As a result of the course, prepare the portfolio necessary to complete the coach and coaching psychologist training. To be able to prepare and critically process the works included in the portfolio (papers to be submitted, essays, study diaries, case reports) in such a way that it proves the existence and coherent integration of the theoretical knowledge, practical competencies, approach and, last but not least, ethical attitude acquired during the training.

1. Know the purpose, steps and evaluation criteria of portfolio creation.
2. Know the competency profiles of the coach and coaching psychologist.
3. Know the importance and challenges of professional identity work.

1. Able to prepare the integrative and creative development work related to his own work.
2. Able to critically evaluate and process your own professional experience.
3. Able to solve problems, solve solutions, carry out practical work, evaluate results.
4. Able to analyze the experience gained.
5. Able to summarize and evaluate their activities during the training, as well as the related self-reflection and self-evaluation.

1. Accepts, understands and represents the complexity of psychological phenomena.
2. Know and adhere to the boundaries of professional competence.
3. Open to expanding knowledge related to your field.
4. Open and motivated to apply the knowledge gained.
5. Collaborate with the instructor and fellow students in expanding knowledge.

1. Expects and applies new knowledge.
2. Takes an active part in the process of acquiring knowledge.
3. Solve individual and group tasks responsibly and independently.
4. Collaborates with fellow students in group work.
5. Use a systemic approach in their thinking.

Lectures, individual and group consultations.

• Kötelező irodalom: Kiadott órai anyagok. Ajánlott irodalom: Bachkirova, T. & Smith, C. (2015). From competencies to capabilities in the assessment and accreditation of coaches. International Journal of Evidence Based Coaching and Mentoring. 13. 123-140. Bartram, D., & Roe, R. A. (2005). Definition and Assessment of Competences in the Context of the European Diploma in Psychology. European psychologist, 10(2), 93-102. Bird, T., 1990. The school teachers portfolio: An essay on possibilities. In Millman, J. & Hammond, L.,(Eds.), The New Handbookof Teacher Evaluation: Assessing Elementary and Secondary School Teachers. 2nd Edn., Newbury Park, CA: Sage. pp: 241-256. Falus Iván – Kimmel Magdolna (2003): A portfólió. Gondolat Kiadói Kör, ELTE BTK Neveléstudományi Intézet, Budapest. Hungarian Association for Coaching Psychology (2021). Certification Process of HACP - ISCP Certified Coaching Psychologist. Belső Kiadány. Nguyen, M. B. (2021). Portfolio Assessment as a Tool for promoting reflection in Teacher Education: A Literature Review. VNU Journal of Foreign Studies, 37(4). Smith, K., & Tillema, H. (2007). Use of criteria in assessing teaching portfolios: Judgemental practices in summative evaluation. Scandinavian Journal of Educational Research, 51(1), 103-117. Lai, Y. L., & McDowall, A. (2014). A systematic review (SR) of coaching psychology: Focusing on the attributes of effectivecoaching psychologists. International Coaching Psychology Review, 9(2), 118-134. Lai, Y. L. (2014). Enhancing evidence-based coaching through the development of a coaching psychology competency framework: Focus on the coaching relationship. University of Surrey (United Kingdom). Vandaveer, Vicki & Lowman, Rodney & Pearlman, Kenneth & Brannick, Joan. (2016). A practice analysis of coaching psychology: Toward a foundational competency model. Consulting Psychology Journal: Practice and Research. 68. 118-142.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése a beadott portfólió alapján történik.

Elemzés és integráló dolgozat (esszé) elkészítése: A képzés során elkészülő szakmai és önreflektív anyagok önálló, kritikai szemléletű áttekintése és értékelése, majd mindezen eredmények koherens dolgozattá integrálása. A dolgozat magában foglalja a hallgató képzés során elkészülő aktivitásait, azok értékelését, és a hozzá kapcsolódó önreflexiót és önértékelést. A hallgató feladata, hogy a képzés során elkészülő gyakorlati munkáit egy komplex portfólióvá integrálja, melyet szakmai önreflexióval egészít ki.

• Összegző tanulmányi teljesítményértékelés (Dolgozat, önreflektív): 100

1. Az összegző tanulmányi teljesítményértékelés a pótlási időszakban – első alkalommal – díjmentesen pótolható vagy javítható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 13.10.2025.

The aim of the course is to enable participants to understand the function, structure, and evaluation criteria of a professional portfolio, as well as to acquire methods of reflective self-assessment and self-development. The training supports the identity formation of candidates in coaching psychology, the development of professional self-awareness, and the documentation and demonstration of their professional growth. Upon completing the course, participants will understand the role of the portfolio in shaping and assessing professional identity, will be able to document and present their own professional development, will consciously apply the tools of self-reflection, will be able to formulate a personal development plan, will identify and interpret their competencies based on the competency model, and will approach their profession with an ethical, self-reflective, and professional attitude.