Course: Educational psychology - secondary level II -part 2

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Course title Educational psychology - secondary level II -part 2
Course code KPP/PP2NS
Organizational form of instruction Lecture + Seminary
Level of course Master
Year of study not specified
Semester Summer
Number of ECTS credits 2
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
  • Břečková-Chalupová Eva, PhDr. Ph.D.
  • Jedlička Richard, doc. PhDr. Ph.D.
Course content
Pedagogical-psychological diagnostics, its means, methods and goals. Pedagogical diagnosis; importance for conceptual educational activity: pedagogical prognosis. The most common diagnostic methods used in educational activities. Pupil-oriented diagnostics. Diagnostics oriented to pedagogical staff. Diagnostics oriented on conditions and results of educational process. Educational perception and risks of subjective judgments. Distorting mechanisms in the perception of others. Attribution errors and related communication errors. Effect of moderation and indulgence. Halo effect; prejudices, stereotyping of pupils etc. Importance of transmission and counter-transmission in educational process. Causes and pedagogical consequences of Golem effect and Pygmalion effect. Requirements on personality and professional equipment of teaching staff. Psychology of teacher personality; characteristic features of favorite teachers. Teacher authority. Influence of authority on effectiveness of pedagogical activity. Conflicting situations in school environment; prevention and productive solutions. Psychological questions of educational influence. Different educational approaches and their pedagogical-psychological contexts. Psychosocial stress and consequences for children's psyche. Neurotization and psychosomatic disorders related to defective socialization and to ineducational attitudes of adults to children. Consequences of chronic domestic conflicts and family breakdown on psyche of children; consequences with school behavior and benefit. Origin of CAN syndrome: prevention; screening; diagnostics; possibilities of intervention. Educational problems of preschool children. Pupils with behavioral problems; the most common causes; influence of behavioral disorders on evaluation of school performance, relations with teachers, classmates, relation to school; relevant psychological approach; possibilities and limits of pedagogical intervention; disciplinary measures. School maturity and readiness of child to cope with school requirements; methods of orientation assessment of school maturity; postponement of compulsory education, additional postponement, consequences of incorrect decission. Adaptation problems, possibilities of prevention and help. Possible teacher problems when working with pupils with special educational needs and pupils with extraordinary talent. Risky behavior and socialization disorders in children and adolescents; causes, manifestations, consequences. Preventive educational activities. Prevention positive x negative. Primary and secondary prevention; prevention of tertiary education, re-education, resocialization and counseling activities. Use of educational drama, artefiletics, art therapy, music therapy and musicofiletics in adolescents with risky behavior. Socio-pathological phenomena threatening healthy development of pupils and possibilities of school use. Aggression and aggressive manifestations of pupils; defiance, lying, fraud, theft, truancy, wandering, bullying, vandalism, juvenile delinquency; experimenting with addictive substances; alcohol ebrieta, misuse, abuse, addiction. Impulsive behavioral disorders and personality structure disorders; gambling; excessive gaming of computer and video games. Extreme sports and so-called adrenaline activities. Eating disorders, anorexia, bulimia, psychogenic overeating. Bigorexia. Risky sexual behavior in adolescents; promiscuity, prostitution. Manifestations of intolerance, racism, extremism, anti-Semitism. Sects and sectarianism. Self-harm, suicidal behavior, specifics of suicidal development in children and adolescents; indicative diagnosis of impending suicide. Life difficulties and crisis. Crises arising from unmanaged life changes and traumatic crises. Diagnostic signs of impending crisis; development of crisis. Psychological first aid. Possibilities and limits of coping with crisis situations in school environment. Social support.

Learning activities and teaching methods
Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
  • Class attendance - 10 hours per semester
  • Preparation for exam - 20 hours per semester
  • Preparation for credit - 20 hours per semester
  • Home preparation for classes - 18 hours per semester
  • Preparation for credit - 14 hours per semester
  • Preparation for exam - 14 hours per semester
  • Class attendance - 14 hours per semester
Learning outcomes
The course helps the student to gain basic orientation in the problems of educational problems affecting the proper psychosocial development of children and adolescents, school counseling and preventive educational care provided to pupils in the school environment.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagocical psychology 2 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral theses 4. to apply gained knowledge in educational process 5. to be motivated for continuous learning in the field
Student has basic knowledge of general, developmental and social psychology.

Assessment methods and criteria
Oral exam, Student's performance analysis, Written assignment

Acquiring the credit is conditional on at least 75% of attendance at seminars and proper processing of critical analysis of at least 2 publications from the prescribed literature, at least 1 publication being selected from the basic literature. Each analysis should be processed at least on the 4 pages of the typewriter. It is assumed the ability to synthesize acquired knowledge and critical comparison of studied texts. The proposal of applying the knowledge into practice is appreciated. The student will state how the acquired knowledge can be applied in primary prevention in the education. He submits the seminar paper at the last seminar in the summer semester. If necessary, the student will modify or supplement the paper on the recommendation of the teacher. The quality of the analysis of more than 2 publications is taken into account in the final evaluation. Knowledge of the prescribed curriculum of both syllabuses. The ability of a clear interpretation of professional terminology and clarification of logical relationships between basic categories, as well as the ability to design a specific application of acquired knowledge in pedagogical practice is expected.
Recommended literature
  • BERNE, E. Co řeknete, až pozdravíte: transakční analýza životních scénářů. Praha: Portál, 2013.
  • FISCHER, S., ŠKODA, J. Sociální patologie: závažné sociálně patologické jevy, příčiny, prevence, možnosti řešení. Praha: Grada, 2014. ISBN 978-80-247-5046-0.
  • HADJ-MOUSSOVÁ, Z., a kol. Pedagogicko-psychologické poradenství I.: vybrané problémy. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2005. ISBN 80-7290-215-6.
  • JANOŠOVÁ, P., a kol. Psychologie školní šikany. Praha: Grada, 2016. ISBN 978-80-247-2992-3.
  • JEDLIČKA, R., a kol. Poruchy socializace u dětí a dospívajících: Prevence životních selhání a krizová intervence. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
  • JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Praha: Grada, 2018.
  • JEDLIČKA, R. Výchovné problémy s žáky z pohledu hlubinné psychologie. Praha: Portál, 2011. ISBN 978-80-7367-788-6.
  • KAST, V. Krize a tvořivý přístup k ní. Praha: Portál, 2010. ISBN 978-80-7367-800-5.
  • KRAUS, B. Sociální deviace v transformaci společnosti. Hradec Králové: Gaudeamus, 2015. ISBN 978-80-7435-575-2.
  • LANGMEIER, J., MATĚJČEK, Z. Psychická deprivace v dětství. Praha: Karolinum, 2011. ISBN 978-80-246-1983-5.
  • MATĚJČEK, Z. Praxe dětského psychologického poradenství. Praha: Portál, 2011. ISBN 978-80-262-0000-0.
  • MATOUŠEK, O., MATOUŠKOVÁ, A. Mládež a delikvence. Praha: Portál, 2011. ISBN 978-80-7367-825-8.
  • NEŠPOR, K. Návykové chování a závislost: současné poznatky a perspektivy léčby. Praha: Portál, 2011. ISBN 978-80-7367-908-8.
  • SPITZER, M. Digitální demence. Brno: Host, 2014. ISBN 978-80-7294-872-7.
  • ŠTECH, S., ZAPLETALOVÁ, J. Úvod do školní psychologie. Praha: Portál, 2013. ISBN 978-80-262-0368-1.
  • VALENTA, M., HUMPOLÍČEK, P., a kol. Hra v terapii. Praha: Portál, 2017. ISBN 978-80-262-1190-7.
  • VALIŠOVÁ, A., KASÍKOVÁ, H., eds. Pedagogika pro učitele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
  • ZIMBARDO, P., COULOMBOVÁ, N. D. Odpojený muž. Praha: Grada, 2017. ISBN 978-80-247-5797-1.

Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Science, Humanities and Education Study plan (Version): Professional studies for upper-secondary school teachers (20) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Summer
Faculty: Faculty of Science, Humanities and Education Study plan (Version): Professional studies for upper-secondary school teachers (20) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Summer