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Lecturer(s)
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Šírová Eva, PhDr. Ph.D.
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Hubertová Lucie, Mgr. Ph.D.
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Břečková-Chalupová Eva, PhDr. Ph.D.
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Course content
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Pedagogical-psychological diagnostics, resources, methods, and goals. Pedagogical diagnostics, pedagogical diagnosis and prognosis . Social diagnostics. Pedagogical diagnostics focused on children; educators; conditions of educational process. Pedagogic perception and cognition; risk of subjective judgements. Misleading mechanisms in perception of others; effect of moderation and indulgence, Halo effect, effect of figure in the background, rank effect, prejudices, stereotyping. Importance of transmission and counter-transmission in the educational process. The causes and consequences of the creation of the Golem-effect or Pygmalion-effect. Different educational approaches and their pedagogical-psychological contexts. Influence of defective socialization on self-concept and social inclusion of children. The consequences of chronic domestic conflicts and family breakdown on the psyche of children; consequences with school behavior and benefit. Psychosocial stress and consequences. Neurotization and psychosomatic disorders related to defective socialization. Origin of CAN syndrome: prevention; screening; diagnostics; possibilities of intervention. Influence of deprivation in childhood on further psychosocial development of an individual. Educational problems of preschool children (concrete manifestations and possibilities of help). Children and youth with behavioral problems; ability of relevant psychological approach, importance of rules, disciplinary measures. School maturity and readiness to handle school requirements; orientation diagnosis, enrollment, postponement of compulsory education, additional postponement, consequences of incorrect decission. Learning disorders, educational problems: the most common causes. Disorders of socialization in children and adolescents from families with low socio-cultural status: causes, manifestations, consequences. Possibilities and limits of prevention and pedagogical-psychological intervention in context of leisure time education and low-threshold facilities. Possible problems in pedagogical work with children with special educational needs and individuals with extraordinary talent; screening, diagnostics, intervention. Problems of norms and normality of behavior; social deviation. Theory of social deviations; influence on the concept of prevention, education and remedy. Preventive educational activities in the environment of schools and school institutions. Prevention positive x negative. Prevention non-specific, specific; primary, secondary, tertiary. Preventive school program. Psychological principles of application of experiential pedagogy, game therapy, educational drama, artefiletics, art therapy, music therapy, musicofiletics, psychogymnastics, dance-movement therapy in individuals with behavioral disorders and self-concept. Risky behavior and socially pathological phenomena. Possibilities and limits of preventive activities of educational institutions. Aggression causes and manifestations; bullying, vandalism, defiance, lying, fraud, theft, truancy, wandering, 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 adrenaline activities: risks. Eating disorders; anorexia, bulimia, psychogenic overeating. Bigorexia. Risky sexual behavior in adolescents; promiscuity, prostitution. Manifestations of intolerance, xenophobia, racism, extremism, anti-Semitism. Sects and sectarianism (characteristic features). Self-harm, suicide, specifics in children and adolescents; indicative diagnosis of impending suicide. Life difficulties and adaptability of a young individual; vulnerability; resistance, resilience; socially protective factors. Recognition of the crisis. Crises arising from unmanaged life changes. Traumatic crises; causes manifestations. Developing stages of the crisis.
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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
- 42 hours per semester
- Preparation for credit
- 28 hours per semester
- Home preparation for classes
- 22 hours per semester
- Class attendance
- 28 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. Upon 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 socially pathological phenomena 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral thesis 4. to apply gained knowledge in educational practice 5. to be motivated for continuous learning in the field
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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, Student's performance analysis, Written assignment
Acquiring the attestation for this subject is conditional on: at least 75% attendance at the seminars, presentation of the preventive-educational project on the given topic and elaboration of a critical analysis of at least 2 publications from the prescribed literature. Within the presentation of the project, the student should demonstrate the ability to do selected topics in the prescribed literature, explain key terms, illustrate the explanation and discuss. Students will submit the printed seminar paper for inspection at the final seminar. In the case of deficiencies, the texts will be completed according to the teacher's instructions. Each written analysis should be at least 4 pages long and at least 1 publication is selected from the basic literature. Presentation of the project during the seminar exercises, submitting an analysis of studied literature, and knowledge of the substance within the scope of syllabus.
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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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FRANKL, V. E. A přesto říci životu ano. Praha: Karmelitánské nakladatelství, 2018. ISBN 978-80-7566-022-0.
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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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JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Praha: Grada, 2018.
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JEDLIČKA, R. Výchovné problémy se žáky z pohledu hlubinné psychologie. Praha: Portál, 2011. ISBN 978-80-7367-788-6.
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KASTOVÁ, V. Krize a tvořivý přístup k ní: typy životních krizí, jejich dynamika a možnosti krizové intervence. Praha, 2010. ISBN 978-80-7367-800-5.
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KLÍMA, P., et al. Kontaktní práce. Praha : Česká asociace streetwork, 2009. ISBN 978-80-254-4001-8.
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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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LASCH, CH. Kultura narcismu: americký život ve věku snižujících se očekávání. Praha: Triton, 2016. ISBN 978-80-7553-000-4.
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LHOTOVÁ, M., PEROUT, E. Arteterapie v souvislostech. Praha: Portál, 2018. ISBN 978-80-262-1272-0.
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LORENZ, K. Takzvané zlo. Praha: Portál, 2019. ISBN 978-80-262-1477-9.
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MATĚJČEK, Z. Co děti nejvíc potřebují. Praha: Portál, 2015. ISBN 978-80-262-0853-2.
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MATĚJČEK, Z. Praxe dětského psychologického poradenství. Praha: Portál, 2011. ISBN 978-80-262-0000-0.
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MATOUŠEK, O., KROFTOVÁ, A. Mládež a delikvence. Praha: Portál, 2003. ISBN 80-7178-771-X.
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NEŠPOR, K. Návykové chování a závislost. Praha: Portál, 2007. ISBN 978-80-7367-267-6.
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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, J. Osobnostní a sociální výchova a její cesty k žákovi. Kladno: AISIS, 2009. ISBN 80-239-4908-X.
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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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ZIMBARDO, P. Luciferův efekt: jak se z dobrých lidí stávají lidé zlí. Praha: Academia, 2014. ISBN 978-80-200-2346-9.
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