| Course title | Special Education of Persons with Emotional Problems and Behavioural Disorders 2 |
|---|---|
| Course code | USS/UED2 |
| Organizational form of instruction | Lecture + Exercise |
| Level of course | Master |
| Year of study | 1 |
| Semester | Winter and summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
|
| Course content |
|
The course focuses on issues of social disadvantage, risk behavior, CAN syndrome, addictive behavior, and emotional disorders in the context of educational and counseling settings. Emphasis is placed on prevention, early intervention, interdisciplinary cooperation, and the integration of theoretical knowledge with practical experience.
|
| Learning activities and teaching methods |
| Dialogic Lecture (Discussion, Dialog, Brainstorming) |
| Learning outcomes |
|
Teaching theses: Social disadvantage, social exclusion, causes, prevention, manifestations, intervention programs, specifics of the Roma family and the Roma child in the context of school education and pre-school preparation. CAN syndrome - abuse, sexual abuse, neglect - causes, manifestations, diagnosis, intervention options, protection and prevention. Prevention of risky behavior in schools and school facilities, specific and non-specific primary prevention programs. Addictology, addictive behavior. Emotional disorders and other psychological disorders. Excursion in an etopedic facility, implementation of a joint ascent. Required reading: KALINA, K. Klinická adiktologie. Praha: Grada Publishing, 2015. Psyché (Grada). ISBN 978-80-247-4331-8. MIOVSKÝ, M., SKÁCELOVÁ, L., ZAPLETALOVÁ, J., et al. Prevence rizikového chování ve školství. Druhé, přepracované a doplněné vydání. Praha: Klinika adiktologie 1. LF UK v Praze a VFN v Praze, 2015. ISBN 978-80-7422-391-4. MIOVSKÝ, M., AUJEZKÁ, A., BUREŠOVÁ, I., et al. Programy a intervence školské prevence rizikového chování v praxi. Druhé, přepracované a doplněné vydání. Praha: Klinika adiktologie 1. LF UK v Praze a VFN v Praze, 2015. ISBN 978-80-7422-391-4. PÖTHE, P. Emoční poruchy v dětství a dospívání. 3., doplněné a aktualizované vydání. Praha: Grada, 2020. Psyché (Grada). ISBN 978-80-271-1038-4.
Demonstrates understanding of social disadvantage and social exclusion, including their causes, manifestations, prevention strategies, and intervention programs within the educational context. Understands the specific characteristics of Roma families and Roma children in relation to school education and preschool preparation and is able to reflect these specifics in educational practice. Identifies key indicators of the CAN syndrome (child abuse, sexual abuse, neglect), understands basic diagnostic approaches, intervention options, child protection measures, and prevention strategies. Applies principles of prevention of risk behavior in schools and educational institutions, distinguishing between specific and non-specific primary prevention programs. Has a basic overview of addictology and addictive behaviors and understands their impact on individuals and the school environment. Is oriented in the area of emotional and other mental disorders in children and adolescents and understands their influence on behavior and educational outcomes. Reflects on experience gained during an excursion to an etopedagogical institution, linking theory with practice and contributing to a joint output. |
| Prerequisites |
|
unspecified
|
| Assessment methods and criteria |
|
Student performance
Podmínkou udělení zápočtu je min. 80 % aktivní účasti na seminářích/cvičeních. Studijní výsledky (schopnost propojení teorie a praxe) budou ověřovány prostřednictvím plnění individuálně zadaných úkolů. The condition for awarding credit is at least 80% active participation in seminars/exercises. - Study results (ability to connect theory and practice) will be verified through the completion of individually assigned tasks. |
| Recommended literature |
|
|
| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA21) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA24) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special education - counseling (NA24) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD24) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD22) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA23) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special education - counseling (NA25) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD21) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD20) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD25) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA20) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA22) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special education - counseling (NA23) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA25) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD23) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD19) | Category: Pedagogy, teacher training and social care | 4 | Recommended year of study:4, Recommended semester: Summer |