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Lecturer(s)
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Čechová Alena, Mgr. et Mgr.
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Hubertová Lucie, Mgr. Ph.D.
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Josífková Jitka, PhDr. Ph.D.
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Course content
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- Causes of behavioral disorders (CAN syndrome, childhood trauma, ADHD/ADD, socially disadvantaged environment, excluded localities, personality characteristics of the pupil) - Truancy - Behavior as an experiment (smoking, THC, use of narcotic and psychotropic substances) - Sexually risky behavior - Aggression (bullying, xenophobia, radicalism) - Associations, parties, sects - Teacher from a team perspective - The teacher from the point of view of triangulation - Wellbeing of teachers ? Possible impacts on a pupil with behavioral disorders (OSPOD, curatorial activity, SVP, diagnostic institute, PPP, SPU, DD, DDŠ, EPCHO) ? Training methods for teachers as a way of mitigating and preventing selected behavior disorders
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Learning activities and teaching methods
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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
- 14 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for credit
- 12 hours per semester
- Class attendance
- 4 hours per semester
- Home preparation for classes
- 4 hours per semester
- Preparation for credit
- 12 hours per semester
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Learning outcomes
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To understand the causes and manifestations of students with behavioral disorders. Learn to recognize, prevent and work effectively with them in the school environment. The student gets to know the institutional environment in connection with a student with behavioral disorders. An integral part of the course are practical instructions offering options for mental health care, care for the teacher and his wllbeing.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Behavioral disorders of pupils 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral paper 4. to apply gained knowledge in educational process
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Prerequisites
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Student has basic knowledge of psychology.
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Assessment methods and criteria
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Oral presentation of self-study, Written assignment
Student requirements: Active participation of at least 75% Presentation Completion of the subject: Final colloquium Development and presentation of a project on the given topic
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Recommended literature
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ARABI, S. Jak se bránit toxickým lidem, manipulátorům a sociopatům: příručka nejen pro vysoce citlivé lidi.. Praha: Grada, 2022. ISBN 978-80-271-3404-5.
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FISCHER, S.; ŠKODA, J.; SVOBODA, Z. a ZILCHER, L. Speciální pedagogika: edukace a rozvoj osob se specifickými potřebami v oblasti somatické, psychické a sociální ; učebnice pro studenty učitelství ; Slavomil Fischer [et al.].. Praha: Triton, 2014. ISBN 978-80-7387-792-7.
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FRIEDLOVÁ, M. Muzikofiletické techniky v inkluzivní výuce. Olomouc: Univerzita Palackého v Olomouci, 2020. ISBN 978-80-244-5750-5.
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HUTYROVÁ, M., a kol. Děti a problémy v chování: etopedie v praxi. Praha: Portál, 2019. ISBN 978-80-262-1523-3.
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JUCOVIČOVÁ, D., ŽÁČKOVÁ, H. Katalog podpůrných opatření: dílčí část pro žáky s potřebou podpory ve vzdělávání z důvodu specifických poruch učení a chování. Praha: Wolters Kluwer, 2023. ISBN 978-80-7676-625-9.
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LAVER-BRADBURY, C.; THOMPSON, M. a WEEKS, A. Šest kroků ke zvládnutí ADHD: manuál pro rodiče i učitele. Praha: Portál. ISBN 978-80-262-1035-1.
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MORÁVEK, T. Nebuď p*ča, aneb, Jak (ne)pracovat s dětmi: příběhy z ústavní péče.. Praha: Portál, 2023. ISBN 978-80-262-2049-7.
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SLAVÍKOVÁ, V.; SLAVÍK, J. a ELIÁŠOVÁ, S. Dívej se, tvoř a povídej!: artefiletika pro předškoláky a mladší školáky. Vydání třetí.. Praha: Portál, 2019. ISBN 978-80-262-1557-8.
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