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Lecturer(s)
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Vala Jaroslav, doc. Mgr. Ph.D.
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Szotkowski René, doc. PhDr. Ph.D.
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Kopecký Kamil, prof. Mgr. Ph.D.
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Course content
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The course focuses on risk forms of communication in an online environment with a specific focus on pupils of elementary schools and their pedagogues. It focuses on current risk phenomena, including cyberbullying, cyberclub, sexting, webcam trolling and other associated phenomena. The discipline is based on the requirements of the Strategy for Primary Prevention of Risk Behavior of the Ministry of Education, the MEYS Methodological Recommendations for General Primary Prevention, as well as the requirements of the Framework Educational Program for Basic Education. Learning outcomes of the course unit The aim of the subject is to acquaint students with the current risks, which pupils and their pedagogues (ie the students themselves) may be exposed in the online environment, as well as methods of minimizing or completely suppressing the risk in the school environment (methods of prevention) it also focuses on basic intervention procedures (incident management), the legal framework that is with risky behaviors connected etc. It also focuses on current knowledge of science in this field, focusing on the communication itself and its forms, as well as on the psychosocial conditions that lead to the risk behavior. The discipline is intended for all candidates who will work with children in the future - whether at the level of a teacher, educator, leisure teacher, OSPOD, police, etc. Topics: Cybernetic aggression and cyberbullying targeted at pupils. Cybernetic aggression and cyberbullying targeted at pedagogues. Sexting as a specific communication phenomenon. Kybergrooming as a specific form of risk communication in the school environment. Trolling Webcam as a specific form of child attack in the Internet. Specific forms of prevention and intervention for risk behavior in the online environment.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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After completing the course students should be able to: - Define the basic risk behaviors that occur in the school / class environment. - Suggest ways to ensure the protection of the victim (pupil) from the teacher's position in the event of an incident. - Recognize the severity of risk behaviors and their impact on the victim and the social group to which the victim belongs (class). On the basis of a seriousness assessment, in conjunction with the school prevention methodologist or the school psychologist, take measures to remedy the situation (intervention, prevention). - Create functional information / prevention material, suitable for prevention of risk behavior in the school environment. - Explain to pupils (using appropriate case studies) the severity of risky forms of behavior and to positively influence their attitudes in this area.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
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Recommended literature
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KOPECKÝ, K, KREJČÍ, V. (2010). Rizika virtuální komunikace - příručka pro učitele a rodiče. Olomouc: Net University Ltd.
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KOPECKÝ, K, SZOTKOWSKI, R. KREJČÍ, V. (2015). Rizikové formy chování českých a slovenských dětí v prostředí internetu. Olomouc: Univerzita Palackého v Olomouci.
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KOPECKÝ, K, SZOTKOWSKI, R. KREJČÍ, V. (2014). Výzkum rizikového chování slovenských a českých dětí v prostředí internetu 2014.
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KOPECKÝ, K., SZOTKOWSKI, R. (2016). Národní výzkum kyberšikany učitelů - výzkumná zpráva..
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KOPECKÝ, K, SZOTKOWSKI, R. (2017). Sexting a rizikové seznamování českých dětí v kyberprostoru. Olomouc: Centrum prevence rizikové virtuální komunikace PdF UP Olomouc.
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MŠMT. (2016). Metodický pokyn ministryně školství, mládeže a tělovýchovy k prevenci a řešení šikany na školách.
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MŠMT, mládeže a tělovýchovy. (2010). Metodické doporučení k primární prevenci rizikového chování u dětí, žáků a studentů ve školách a školských zařízeních č.j. 21291/2010-28..
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MŠMT. (2013). Národní strategie primární prevence rizikového chování dětí a mládeže na období 2013-2018.
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