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Lecturer(s)
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Hubertová Lucie, Mgr. Ph.D.
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Veselá Michaela, Mgr. Ph.D.
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Břečková-Chalupová Eva, PhDr. Ph.D.
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Course content
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Thematic areas: 1. Risky behavior - developmental causes of risky behavior, manifestations of risky behavior as a reflection of the fulfillment of needs, definition of norms and normal behavior, definition of risky behavior in relation to socially deviant and socially pathological behavior, types, manifestations, causes, and functions of risky behavior (truancy, bullying and aggression, risky sports, traffic risks, racism and xenophobia, sects, sexually risky behavior, addictive behavior, eating disorders, abuse, and neglect). 2. Prevention of risky behavior - types of prevention of risky behavior, effective and ineffective forms of primary prevention of risky behavior, goals of non-specific and specific primary prevention of risky behavior, facilities providing prevention of risky behavior, the teacher as a provider of primary prevention of risky behavior, diagnosis of relationships within the group as part of primary prevention of risky behavior, working with groups as part of primary prevention of risky behavior. 3. Dealing with risky behavior - the influence of social factors on the manifestation and resolution of risky behavior, tools for educators in dealing with risky behavior, institutions in dealing with risky behavior, the importance and forms of cooperation and communication between educators and families in dealing with risky behavior, children and adolescents in dealing with risky behavior. 4. Aggression - definition of aggression, aggressiveness, and assertiveness; causes of aggression; types of aggression; teachers' approaches to dealing with aggression in children and adolescents; prevention of aggression by teachers. 5. (Cyber)bullying - the position and role of children and adolescents in a group, relationships between children and adolescents in a group, definition of (cyber)bullying, perpetrators of bullying, stages of bullying development, forms of (cyber)bullying, diagnosis of the occurrence of (cyber)bullying in a group, dealing with (cyber)bullying by a leisure time educator, prevention of (cyber)bullying by a leisure time educator. 6. Abuse, maltreatment, and neglect - definition of CAN, identification of signs of CAN in children and adolescents by educators, procedure for educators when CAN is suspected in children and adolescents, cooperation between educators and the social and legal protection of children department and the police when CAN is suspected in children and adolescents, educators' duty to report when CAN is suspected in children and adolescents, educators' preparedness to intervene with children and adolescents suspected of CAN. 7. Addictive behavior - definition of addictive behavior, causes of experimentation and addictive behavior, types of experimentation and addictive behavior, solving problems related to experimentation with addictive substances by children and adolescents by teachers, prevention of addictive behavior by teachers.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Demonstration of student skills, Students' portfolio
- Class attendance
- 8 hours per semester
- Preparation for credit
- 30 hours per semester
- Home preparation for classes
- 52 hours per semester
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Learning outcomes
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Outputs - students understand the importance of educational activities as part of primary prevention, are able to analyze problematic educational situations and propose possible solutions, and choose strategies and procedures for working with children with specific behavioral issues.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Practical demonstration of acquired skills
Active participation in teaching, creation of a basic primary prevention program for a selected age group and type of risky behavior.
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Recommended literature
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FISCHER, S., ŠKODA, J. Sociální patologie: závažné sociálně patologické jevy, příčiny, prevence, možnosti řešení. Praha: Grada, 2014. ISBN 978-80-247-5046-0.
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JANOŠOVÁ, P., KOLLEROVÁ, L., ZÁBRODSKÁ, K., KRESSA, J., DĚDOVÁ, M. Psychologie školní šikany. Praha: Grada, 2016.
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KOLÁŘ, M. Nová cesta k léčbě šikany. Praha, 2011. ISBN 978-80-7367-871-5.
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KREJČOVÁ, L., MERTIN, V., eds. Pedagogická intervence u žáků ZŠ. Praha: Wolters Kluwer, 2010. ISBN 978-80-7357-603-5.
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[MINISTERSTVO ŠKOLSTVÍ, MLÁDEŽE A TĚLOVÝCHOVY]. Metodický pokyn ministryně školství, mládeže a tělovýchovy k prevenci a řešení šikany ve školách a školských zařízeních. Praha: Ministerstvo školství, mládeže a tělovýchovy, 2016.
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TESAŘOVÁ, M., a kol. Jak na žáky: zvládání náročných situací ve třídě. Praha: Portál, 2016.
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VÁGNEROVÁ, M. Současná psychopatologie pro pomáhající profese. Praha: Portál, 2014. ISBN 978-80-262-0696-5.
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