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Lecturer(s)
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Langer Jiří, doc. Mgr. Ph.D.
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Potměšil Miloň, prof. PhDr. PaedDr. Ph.D.
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Course content
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Theoretical concepts of adaptation to disability - Psychological, sociological, and cultural perspectives on the process of adapting to health limitations. Psychosocial impacts of disability - Barriers, stigma, discrimination, and their impact on social inclusion. Self-concept and identity of persons with disabilities - Specific aspects of self-concept, self-esteem, and personal autonomy. Developmental specifics of chronic diseases and disabilities - Impact on individual stages of life (childhood, adolescence, adulthood, old age). The family and its role in the adaptation process - Psychological and social aspects of family dynamics and its supportive role. Social environment and integration - Factors supporting inclusion versus exclusion in education, employment, and community life. Diagnosis in persons with disabilities - Specific diagnostic methods, assessment of functional abilities, and approach to intervention. Multidisciplinary cooperation in the field of disability - The role of psychologists, doctors, social workers, therapists, and educators. Psychotherapeutic approaches for people with disabilities - Specific application of various therapeutic methods. Support for personal adaptation and resilience - Possibilities for psychological intervention, rehabilitation, and the development of individual coping strategies. Technology and assistive devices - The role of modern technologies in supporting self-sufficiency and inclusion. Inclusive approaches in education and employment - Approaches to ensuring equal opportunities and adapting the environment p
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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1. Psychological, sociological and cultural perspectives on the process of adaptation to disability. 2. Obstacles and burdens faced by persons with disabilities. Influence on integration into society and participation, possibilities and support for personal adaptation of the individual from a non-normative environment. (illness, disability) 3. Self-concept and its specifics in sick and disabled persons. 4. Chronic illness and disability during the entire life cycle. 5. The family as a decisive element and target group. 6. Social environment as a determinant of factors determining and co-creating the psychological development of an individual. 7. Diagnostics and its specific forms. 8. Interdisciplinary cooperation in psychology focused on persons with disabilities. 9. Therapy and therapeutic approaches ? specifics and application. Povinná literatura: 1. OPATŘILOVÁ, D.(ed.) (2006). Pedagogicko-psychologické poradenství a intervence v raném a předškolním věku u dětí se speciálními vzdělávacími potřebami. 1.vyd. Brno: Masarykova univerzita ? tisk SURSUM Tišnov. ISBN 80-210-3977-9. 2. POTMĚŠIL, M. a kol. (2010). Psychosociální aspekty sluchového postižení. 1. vyd. Brno: Masarykova univerzita. 197 s. ISBN 978-80-210-5184-3. 3. POTMĚŠIL, M. (2015). Osobnost dítěte v kontextu vady sluchu. 1. vydání. Olomouc: Univerzita Palackého v Olomouci. 227 stran. Monografie. ISBN 978-80-244-4729-2. 4. POTMĚŠIL, M. (2007). Sluchové postižení a sebereflexe. Vyd. 1. V Praze: Karolinum. 197 s. ISBN 978-80-246-1300-0. 5. ŠULOVÁ, L. & ZAOUCHE-GAUDRON, C. (2016). Předškolní dítě a jeho vývoj. Univerzita Karlova v Praze, nakladatelství Karolinum. Doporučená literatura: 6. BLAŽEK, B., OLMROVÁ, J. (1988). Světy postižených. 1.vyd. Praha: Avicenum. 7. MARKOVÁ, Z., STŘEDOVÁ, L. (1987). Mentálně postižené dítě v rodině. 1. vyd. Praha: SPN. 8. MATĚJČEK, Z. (1992). Dítě a rodina v psychologickém poradenství. 1. vyd. Praha: SPN. ISBN 80-04-25236-2 9. VÁGNEROVÁ, M., HADJ-MOUSSOVÁ, Z. a ŠTECH, S. (2004). Psychologie handicapu. 2., přeprac. vyd. Praha: Karolinum. 230 s. ISBN 80-7184-929-4. 10. VÁGNEROVÁ, M. (1999). Psychopatologie pro pomáhající profese. Portál.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance
- A minimum of 80% active participation in seminars/exercises is required to receive credit. - Study results (ability to connect theory and practice) will be verified through the completion of individually assigned tasks in seminars. - Final verification of knowledge through a written test with a minimum 75% pass rate. Comparative essay based on two articles on the topic: Children with disabilities and their existence in the school environment and its risks.
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Recommended literature
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Vágnerová, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál.
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