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Lecturer(s)
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Skopal Ondřej, PhDr. Ph.D.
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Course content
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Specifics of SP work in primary and secondary school (SPP, legislation, reference network) Transformation and enrichment of SP work during and after Covid-19 The work of the school psychologist with the individual School psychologist's work with the classroom School psychologists work with families/parents Inclusive education, pupils with SEN, and gifted pupils Prevention in the classroom (principles of effective prevention, levels of entry into the classroom Specific orders of the SP Specific SP tools (specifics of psychological examinations and report writing in school) Ethics in school counseling 2 Case studies Practice needs, the scientific potential of SP
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Demonstration
- Preparation for the Exam
- 25 hours per semester
- Homework for Teaching
- 26 hours per semester
- Attendace
- 24 hours per semester
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Learning outcomes
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School psychology is currently becoming a field that begins to establish at schools and in the future it envisages school policy. It is therefore necessary to know the context of its creation, orientation as to what place it has in the system educ.-psych.advice, what research method is used.
Knowledge - student: - Describes the principles of school psychological service delivery, - Explain the school's relational network and the functions of its various entities, - knows the principles of developing an adaptation program, - knows the diagnostic methods used in the work of the SP, - explains appropriate procedures for working with different types of classroom teams, - knows about educational problems and risky behavior of pupils. Skills - Student: - Can create a school-specific adaptation program, - applies the principles of correct procedures in the psychological examination of a child, - apply the principles of good inquiry and intervention practices when working with a classroom and a student, - is aware of the methodological support within inclusive education and SVP, - is familiar with specific orders and the basics of crisis intervention, - is able to work within the framework of interventions in school classrooms.
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Prerequisites
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Basic of school psychology
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Assessment methods and criteria
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Didactic Test, Analyssis of the Student's Portfolio
Active interest in the discipline. Tracking information on school psychology on the Internet. Monitoring of current events concerning legislative changes in connection with school psychology. Knowledge and understanding of the issue. Discussion involvement in group activities in seminars.
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Recommended literature
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Braun, R., Marková, D., Nováčková, J. (2014). Praktikum školní psychologie. Praha: Portál.
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Fontana, D. (2010). Psychologie ve školní praxi.. Praha: Portál.
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Matějček, Z. (2011). Praxe dětského psychologického poradenství. 2.vyd.. Praha: Portál.
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Pešová, I., Šamalík, M. (2006). Poradenská psychologie pro děti a mládež.. Praha: Grada.
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Procházka, R. a kol. (2014). Teorie a praxe poradenské psychologie.. Praha: Grada.
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Štech, S., Zapletalová, J. (2013). Úvod do školní psychologie. Praha: Portál.
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Vágnerová, M., Klégrová, J. (2008). Poradenská psychoologická diagnostika dětí a dospívajících.. Praha: Karolinum.
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Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy.. Praha: Karolinum.
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