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Lecturer(s)
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Langer Jiří, doc. Mgr. Ph.D.
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Růžička Michal, doc. Mgr. Ph.D.
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Klimentová Eva, PhDr. Ph.D.
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Klimentová Dagmar, Mgr.
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Čech Tomáš, doc. PhDr. Ph.D.
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Skopalová Jitka, doc. PhDr. Ph.D.
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Čech Miroslav
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Course content
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CAN syndrome - operationalization of the term, differentiation of child abuse, neglect and abuse, symptoms, main characteristics. CAN syndrome as an interaction of perpetrator, victim, social environment and social conditions. The role of individual actors in the CAN syndrome. Child as victim and witness of domestic violence (violence in close relationships). Educator as an actor of detection and therapy of CAN syndrome. The role of the multidisciplinary team in the detection and treatment of CAN syndrome. Tools for prevention and treatment of CAN syndrome. Case studies from educational practice including examples of prevention and management of CAN syndrome. Ethical dilemmas of working with this target group. Sharing of students' experiences, analysis and proposals for solutions to the cases presented in the form of a focus group.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Group work
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Learning outcomes
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The discipline focuses on the most serious types of child endangerment that may be demonstrated in, but not limited to, the school setting. The aim of the course is to acquire basic knowledge about the problem of abused, neglected and abusive child, about the detection of CAN syndrome, its characteristics, possibilities of prevention and solution. The topic also includes the issue of children growing up in an environment of violent relationships. In the context of educational practice, the student is guided through practical examples and case studies to understand the broad context of the CAN syndrome, the circumstances of its emergence and its maintenance over time. The subsequent aim is to learn about the possibilities of helping both the child at risk and his/her family, to build a picture of optimal interdisciplinary cooperation with actors dealing with CAN syndrome.
After completing the discipline, the student should be able to: - define the syndrome of the abused, neglected and abused child; - define the diagnostic features of an abused child, a neglected child and an abused child (especially a sexually abused child) and a child growing up in an abusive relationship and distinguish them from each other; - list the key factors that increase the risk of a child becoming a victim of the abused, neglected and exploited child syndrome and be able to assess them appropriately; - identify and describe the underlying factors that increase the risk of an adult becoming a perpetrator of the abused, neglected and exploited child syndrome; - formulate basic strategies for primary, secondary and tertiary prevention of the battered, neglected and abused child syndrome, particularly with regard to use in the school setting. Completion of the discipline should enable the student not only to understand the knowledge presented, but also to use it in educational practice for the purpose of early diagnosis of the CAN syndrome and in order to establish effective multidisciplinary cooperation to ensure the protection of the child.
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Prerequisites
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No prerequisites.
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Assessment methods and criteria
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Student performance, Seminar Work
Attendance in class is mandatory. An essay of 5-7 standard pages in which the student demonstrates knowledge of the course topics gained through the study of scholarly sources (properly referenced, at least 3). This knowledge will be linked in the text with his/her professional experience in teaching practice (case study). The purpose is to illustrate how the theoretical knowledge is useful in practice when the teacher is confronted with a problematic situation of a student and his/her family. Each task is subjected to an anti-plague check. Care must be taken to protect the personal data of the persons mentioned in the essay.
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Recommended literature
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BECHYŃOVÁ, V. a kol. (2007). Syndrom CAN a způsob péče o rodinný systém . Praha.
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BENTOVIM, A. (1998). Týrání a sexuální zneužívání v rodinách. Praha : Grada Publishing.
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Dunovský, J., Dytrych, Z., Matějček, Z. a kol. Týrané, zneužívané a zanedbávané dítě. Praha: Grada, 1995..
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GJURIČOVÁ, Š. a kol. (2000). Podoby násilí v rodině. Praha : Vyšehrad.
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Vaníčková, E. (2016). Metodika prevence násilí, online násilí a šikany ve školách. Praha.
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