|
Lecturer(s)
|
-
Hubertová Lucie, Mgr. Ph.D.
-
Harazinová Radka, PhDr. Ph.D.
-
Čechová Alena, Mgr. et Mgr.
|
|
Course content
|
Risk behavior - definition of norms and normality of behavior, definition of risk behavior in relation to socially deviant and socially pathological behavior, developmental causes of risk behavior (influence of level of thinking, influence of psychosocial maturity, influence of moral maturity), manifestations of risk behavior as a reflection of the fulfillment of needs, (truancy, bullying and aggression, risky sports and transport hazards, racism and xenophobia, sects, sexually risk behavior, addictive behavior, eating disorders, abuse and neglect). Prevention of risk behavior - types of prevention of risk behavior (primary, secondary and tertiary, nonspecific and specific, general, selective and indicated), effective and ineffective forms of primary prevention of risk behaviors implemented in schools, non-specific and specific primary prevention of risk behavior implemented in schools, objectives of non-specific and specific primary prevention of risk behavior implemented in schools, facilities providing prevention of risk behavior (pedagogical and psychological counseling center, special educational center, police, non-profit organizations), basic school documents in the prevention of risk behavior (School order, School preventive strategy, Minimum prevention program, Anti-bullying program), workers providing prevention of risk behavior in schools (class teacher, school prevention methodologist, school psychologist, school special pedagogue), classroom lessons as part of the primary prevention of risk behavior, primary prevention of risk behavior as a part of education (cross-curricular relations, cross-curricular topics, development of key competencies). Solution of risk behavior - the impact of social factors on the manifestations and solutions of risk behaviors (eg social cognition and understanding, social influence in the group, obedience and authority in the group, parental education styles, family value orientation, social background of family), team involved in the solution, out-of-school institutions in dealing with risk behavior, importance and forms of cooperation and communication of schools and families in dealing with risk behaviors, the pupil in dealing with risk behaviors (correction of damage, attitudes of the pupil to risk behavior, changes in pupil's behavior, self-reflection), school regulations (functions, rights and obligations of pupils, rights and duties of legal representatives, rights and duties of pedagogical personnel, solution of complaints), supervision of school pedagogues over pupils, educational / disciplinary measures, (particularly) serious misconduct.
|
|
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), Demonstration of student skills, Students' portfolio
- Class attendance
- 28 hours per semester
- Preparation for credit
- 14 hours per semester
- Preparation for exam
- 14 hours per semester
- Home preparation for classes
- 34 hours per semester
|
|
Learning outcomes
|
The subject acquaints students with the risk behavior of pupils at elementary school and with the possibilities of prevention and solution of pupils' risk behavior by teacher, school and councelling institutions.
Student knows the basic forms of risk behavior of pupils at elementary school. Student describes the manifestations and possibilities of recognizing the occurrence of risk behavior in pupils. Student knows the causes of risk behavior in pupils. Student understands the context of occurrence of risk behavior with developmental and socially conditioned factors. Student is able to solve the occurrence of risk behaviors in pupils from the position of teacher. Student knows the level of prevention of risk behaviors, which the school implements and which realize out-of-school institutions. Student knows the objectives of prevention of selected risk behavior for elementary school. Student understands what is and is not specific prevention and nonspecific prevention in school prevention of risk behavior. Student understands what is and is not effective / ineffective prevention in school prevention of risk behavior. Student knows basic school documents for school prevention of risk behavior and understands their role in school prevention of risk behavior. Student knows the competence of the individual pedagogical staff of the school in the school prevention of risk behavior. Student will prepare a functional program of primary general prevention for selected year of elementary school and a selected form of risk behavior.
|
|
Prerequisites
|
Basic knowledge of psychodidaktics, developmental and social psychology. Graduate practice with children.
|
|
Assessment methods and criteria
|
Oral exam, Presentation of group work
At least 60% attendance at lectures. Design and presentation of the primary general prevention program for selected grade of primary school and selected form of risk behavior. Exam in the form of an accademic discussion, focusing on a deeper understanding of the selected risk behavior.
|
|
Recommended literature
|
-
ABGRALL, J.-M. Mechanismus sekt. Praha: Karolinum, 2000. ISBN 80-7184-774-7.
-
BRAUN, R., MARKOVÁ, D., NOVÁČKOVÁ, J. Praktikum školní psychologie. Praha: Portál, 2014. ISBN 978-80-262-0176-2.
-
FISCHER, S., ŠKODA, J. Sociální patologie: závažné sociálně patologické jevy, příčiny, prevence, možnosti řešení. Praha: Grada, 2014. ISBN 978-80-247-5046-0.
-
HEIDBRINK, H. Psychologie morálního vývoje. Praha: Portál, 1997. ISBN 80-7178-154-1.
-
HEWSTONE, M., STROBE, W. Sociální psychologie: moderní učebnice sociální psychologie. Praha: Portál, 2006. ISBN 80-7367-092-5.
-
JANOŠOVÁ, P., a kol. Psychologie školní šikany. Praha: Grada, 2016. ISBN 978-80-247-2992-3.
-
KOLÁŘ, M. Nová cesta k léčbě šikany. Praha: Portál, 2011. ISBN 978-80-7367-871-5.
-
KREJČOVÁ, L., MERTIN, V., eds. Pedagogická intervence u žáků ZŠ. Praha: Wolters Kluwer, 2010. ISBN 978-80-7357-603-5.
-
MERTIN, V., KREJČOVÁ, L., eds. Problémy s chováním ve škole ? jak na ně. Praha: Wolters Kluwer, 2013. ISBN 978-80-7478-026-4.
-
MOREE, D. Základy interkulturního soužití. Praha: Portál, 2015. ISBN 978-80-262-0915-7.
-
TESAŘOVÁ, M., a kol. Jak na žáky: zvládání náročných situací ve třídě. Praha: Portál, 2016. ISBN 978-80-262-1047-4.
-
THOROVÁ, K. Vývojová psychologie: proměny lidské psychiky od početí po smrt. Praha: Portál, 2015. ISBN 978-80-262-0714-6.
|