|
Lecturer(s)
|
-
Potměšilová Petra, doc. PhDr. et Mgr. Ph.D.
-
Öbrink Hobzová Milena, Mgr. Ph.D.
|
|
Course content
|
The social educator should have the ability to be used in the practice of socio-educational methods - especially in the area of prevention. Prevention can be divided into primary, secondary and tertiary, and further into a specific and an unspecific. This course will extend the knowledge acquired in undergraduate studies for the creation and application of specific preventive procedures at the level of primary prevention for various target groups of social education in various devices (eg. For children in the school environment - specific procedures for the prevention of risk behavior in school environment / children NZDM youth / kids and adults as members of minorities - prevention of social exclusion, etc.).
|
|
Learning activities and teaching methods
|
|
Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming)
|
|
Learning outcomes
|
- Knowledge and skills in the principles of primary prevention and difficulties in their implementation - Knowledge of methods and forms of work with different target groups in primary prevention, focusing on strengthening sebeovlivnění skills and life skills (eg. Planning and achieving life goals, motivation and self-motivation, work with emotions, working on real targets etc.) - Knowledge and skills evaluation of prevention programs - Knowledge and skills for the development and planning of preventive programs for various target groups of social education
- Increasing knowledge about prevention and the use of methods of social pedagogy in prevention - Extension of theoretical knowledge to the practice of social pedagogue - Personality development for social work educator - Remit to the creation, planning and organization of preventive programs for various target groups of social education
|
|
Prerequisites
|
No assumptions.
|
|
Assessment methods and criteria
|
Oral exam
Students write an essay on the topic: Possibilities and limits of prevention measures with a chosen group (2 000 upto 2 500 words). The essay will be handed in through Moodle at least one week before the student's exam. During the exam ("kolokvium") students will talk on a selected topic. Active participation in the seminars is also necessary (student can be absent max two times).
|
|
Recommended literature
|
-
Cameron, C., Moss, P. Working with Children and Young People.
-
Cohen, L., Chavez, V. Chehimi, S. Prevention is Primary: Strategies for Community Well Being.
-
de Melandéz, W., Beck, V. Teaching Young Children in Multicultural Classrooms.
-
Kolář, M. Nová cesta k léčbě šikany.
-
KRAUS, B. (2008). Základy sociální pedagogiky.. Praha : Portál.
-
Miovský, M. Návrh doporučené struktury minimálního preventivního programu prevence rizikového chování pro základní školy.
-
Miovský, M., Skácelová, L., Zapletalová, J., Novák, P. (Eds.) (2010). Primární prevence rizikového chování ve školství. Praha: Sdružení SCAN, Univerzita Karlova v Praze & Togga.
-
NEŠPOR, K. (2001). Vaše děti a návykové látky. Praha.
-
ŠIŠKOVÁ, T. et al. Výchova k toleranci a proti rasismu. Praha: Portál, 1998..
|