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Lecturer(s)
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Šírová Eva, PhDr. Ph.D.
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Gillernová Ilona, doc. PhDr. CSc.
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Course content
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1. Pedagogical-psychological diagnostics, its means, methods and goals. Pedagogical diagnostics, pedagogical diagnosis and prognosis. Diagnostics oriented towards pupil, pedagogical worker, conditions of educational process. Pedagogical perception and cognition; risks of subjective assessments; halo-effect, background figure effect, sequence effect, etc .; prejudices, stereotyping. Importance of transmission and counterfeiting in pedagogical process. Causes and effects of Golem effect and Pygmalion effect. 2. Different educational approaches and their pedagogical-psychological contexts. Effect of faulty socialization on self-concept and social inclusion of children. Psychosocial stress and consequences. Neurosis and psychosomatic disorders associated with faulty socialization. Children and youth with behavioral problems; ability of relevant psychological approach, disciplinary measures. Educational problems of pre-school child. 3. School maturity and preparedness to manage requirements of school; enrollment, postponement of compulsory school attendance, additional postponement, consequences of bad diagnosis. Learning disabilities, educational problems: most common causes. Disorders of socialization of children and adolescents: causes, manifestations, consequences. Possible problems in pedagogical work with children, pupils, students with special educational needs and extremely talented individuals; diagnosis, intervention, individual educational plan, long-term support. 4. Problems of norms and normality of behavior; social deviation. Preventive education. Prevention non-specific, specific; primary, secondary, tertiary. Use of educational drama, artefiletics, artetherapy, music therapy and musicophile in puberty and adolescents with risky behavior. 5. Socially pathological phenomena; possibilities and limits of preventive action of educational institutions. Aggression causes and manifestations; bullying, vandalism, defiance, lying, fraud, theft, truancy, wailing, juvenile delinquency; experiments with addictive substances; alcoholic drinking, misuse, abuse, addiction. Impulsive behavioral disorders and disorders in the personality structure; player passion; excessive playing of computer games and video games. Extreme sports and so-called adrenaline activities: risks. Eating disorders; anorexia, bulimia, psychogenic overeating. Bigarexia. Risk sexual behavior in adolescents; promiscuity, prostitution. Signs of intolerance, xenophobia, racism, extremism, anti-Semitism. Sects and sectarianism. Self-harm, suicidal behavior, specifics in children and adolescents; indicative diagnosis of impending suicide. 6. Life difficulties and adaptability of young individual; vulnerability; resistance, resilience; social protection factors. Recognition of crisis. Crisis resulting from unmanageable life changes. Problems related to parenting and searching for adult identity. Traumatic crisis; causes, manifestations. Life difficulties and adaptability of young individual; vulnerability; resistance, resilience; social protection factors. Recognition of the crisis. 7. Educational counseling; organizational components of school counseling system; their functions. Role of educational counselor, school prevention methodologist, school psychologist, school special pedagogue; teacher assistant activity. Pedagogical-psychological counseling center, special pedagogical center, center of educational care; task and function. Professional counseling and support for adolescents in choosing an educational path. Career counseling for pupils and students with disabilities. 8. Replacement of family care and characteristics of school educational facilities; mission of diagnostic institution, children's home, children's home with a school; educational institution. The role of low-threshold clubs for children and youth. Field socio-pedagogical work; characteristics and meaning. Family rehabilitation and care for vulnerable children at early age.
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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)
- Preparation for exam
- 12 hours per semester
- Class attendance
- 28 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for credit
- 12 hours per semester
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Learning outcomes
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The course helps the student to get an orientation in the issue of educational counseling and preventive educational care. After completion of this course the student is familiar with the principles of providing psychological first aid in crisis situations, can analyze topics related to educational counseling and preventive educational care and prepare appropriate preventive and educational programs.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagogical diagnostics and prevention of socio-pathological phenomena 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 practice
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Prerequisites
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Student has basic knowledge of general, developmental and social psychology.
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Assessment methods and criteria
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Oral exam, Written assignment
Credit - the student gets by actively participating in the seminars. Exam ? the student develops a pedagogical-psychological characterization of the individual and their development to date (boys or girls between the ages of 12 and 20), based on the results of interviews, observations and questionnaires (instructions and tools for developing a case study will be provided to the student in class). In the characterization, the student will focus on the proposal of interventions for some less favorable moment of the respondent's life journey so far. He will hand it in no later than a week before the planned exam, which will be a group discussion (always 3 students) on the characteristics and the mentioned interventions.
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Recommended literature
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BECHYŇOVÁ, V., KONVIČKOVÁ, M. Sanace rodiny: sociální práce s dysfunkčními rodinami. Praha: Portál, 2011. ISBN 978-80-262-0031-4.
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BLAŽEK, R., POKORNÝ, V., TELCOVÁ, J. Nebezpečí sekt. Brno: Ústav psychologického poradenství a diagnostiky Brno, 2002. ISBN 80-86568-07-5.
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COGNET, G. Dětská kresba jako diagnostický nástroj. Praha: Portál, 2013.
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ČÍŽKOVÁ, K. Tanečně-pohybová terapie. Praha: Triton, 2005. ISBN 80-7254-547-7.
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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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Gillernová, I., Krejčová, L. Sociální dovednosti ve škole.. Praha:Grada, 2012.
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JANOŠOVÁ, P., a kol. Psychologie školní šikany. Praha: Grada, 2016. ISBN 978-80-247-2992-3.
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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.
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Langmeier, J., Matějček, Z. Psychická deprivace v dětství. Praha: Karolinum, 2011. ISBN 978-80-246-1983-5.
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LHOTOVÁ, M., PEROUT, E. Arteterapie v souvislostech. Praha: Portál, 2018. ISBN 978-80-262-1272-0.
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MATĚJČEK, Z. Co děti nejvíc potřebují. Praha: Portál, 2015. ISBN 978-80-262-0853-2.
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MATOUŠEK, O., KROFTOVÁ, A. Mládež a delikvence. Praha: Portál, 2003. ISBN 80-7178-771-X.
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MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR, 2016. ISBN 978-80-7552-014-2.
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MERTIN, V., KREJČOVÁ, L., eds. Problémy s chováním ve škole ? jak na ně. Praha: Wolters Kluwer, 2013. ISBN 978-80-7478-026-4.
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NEŠPOR, K., CSÉMY, L. Alkohol, drogy a vaše děti. Praha: FIT IN, 2003. ISBN 80-260-3873-8.
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SPITZER, M. Digitální demence. Brno: Host, 2014. ISBN 978-80-7294-872-7.
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ŠIMANOVSKÝ, Z. Hry s hudbou a techniky muzikoterapie ve výchově, sociální práci a klinické praxi. Praha: Portál, 2011. ISBN 978-80-7367-928-6.
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ŠIŠKOVÁ, T., ed. Výchova k toleranci a proti rasismu: multikulturní výchova v praxi. Praha: Portál, 2008. ISBN 978-80-7367-182-2.
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VALENTA, M., HUMPOLÍČEK, P., a kol. Hra v terapii. Praha: Portál, 2017. ISBN 978-80-262-1190-7.
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