PSYn5370 Educational and school psychology

Faculty of Social Studies
Autumn 2024
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
Mgr. Petra Pátková Daňsová, Ph.D. (lecturer)
doc. PhDr. Šárka Portešová, Ph.D. (lecturer)
Mgr. Ondřej Straka, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Šárka Portešová, Ph.D.
Department of Psychology – Faculty of Social Studies
Supplier department: Department of Psychology – Faculty of Social Studies
Timetable
Thu 3. 10. 8:00–11:40 P24b, Thu 17. 10. 8:00–11:40 P24b, Thu 31. 10. 8:00–11:40 P24b, Thu 14. 11. 8:00–11:40 P24b, Thu 28. 11. 8:00–11:40 P24b, Thu 12. 12. 8:00–11:40 P24b
Prerequisites
! PSY537 Educational and school psychology && ( PSY411 Educational and School Psych || PSYn4110 Educational and School Psych )
The course Educational and school psychology II presupposes the knowledge previously obtained particularly in the courses of Developmental psychology and Educational and school psychology I. This knowledge constitutes a starting point of each thematic module, it is thus necessary for students to have adequate understanding of above mentioned disciplines before the beginning of the course and if need be, to brush up. The course is tought in Czech language.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 13 student(s).
Current registration and enrolment status: enrolled: 10/13, only registered: 0/13, only registered with preference (fields directly associated with the programme): 0/13
fields of study / plans the course is directly associated with
Course objectives
The objective of the course is to encourage students to apply information gained so far to a process of education and upbringing, primarily in schools. The topics addressed concern namely the specification of work of a school psychologist, the prevention and remediation of behavioral and learning disorders, help in study and career planning, aid offered in a case of adaptation problems etc. The stress is put on direct connection of theoretical knowledge with practice. Part of the course comprise of case studies of real pupils, situations or intervention strategies.
Learning outcomes
After completing the course, student will be able to:
Know his way in the basic legislation pertaining to educational system;
Understand and describe in detail the role and function of a school psychologist in the educational system;
Have a proper grasp of basic intervention strategies put to use in the practice of a school psychologist;
Apprehend the problems of specific educational needs of some pupils within the school environment;
Understand key issues pertaining the school climate;
Comprehend the complexity of behavior and feelings of children with problems within the school context;
Understand the process of implementation of support measures in education of pupils with specific needs
Syllabus
  • Detailed timetable and information on the organization of the course are described in the interactive schedule of the course. The course is completely taught in Czech language. 1. Introduction to the subject, the position of the school psychologist, the most common types of assignments and work, the work plan for the school year, the difficulties encountered by the SP. 2. Working with the individual at school (primary and secondary school). Examples of possible assignments, use of different techniques and their benefits and risks, work with sandbox, therapy cards, etc. 3. Diagnostics of classroom collectives. The most common reasons for diagnosing classroom collectives, appropriate procedures and possible risks. Available methods used in practice and their interpretation. Communication of the results of group diagnostics (to parents, pupils themselves, school management) and further work with these findings. 4. Working with the class at school (primary and secondary school). The principles of working with the class, development of the class collective, the position of the pupil in the class, preventive and intervention work with the class, examples of specific techniques and programmes with the class in different assignments. 5. Preventing and dealing with bullying in school from the perspective of the school psychologist. Bullying in the school, cyberbullying and child safety in primary school, teacher bullying. Development of bullying, signs, forms, possibilities of early identification (sociometry). The prevention and intervention when bullying occurs, work with the victim, with the aggressor, and with the class collective. Examples from practice. 6. Special-pedagogical aspects of the work of the school psychologist. Correction of specific learning disorders, recommendations in case of school immaturity in different areas, etc.
Literature
    required literature
  • BRAUN, Richard, Dana MARKOVÁ and Jana NOVÁČKOVÁ. Praktikum školní psychologie. Vyd. 1. Praha: Portál, 2014, 214 s. ISBN 9788026201762. info
  • ŠTECH, Stanislav and Jana ZAPLETALOVÁ. Úvod do školní psychologie. Vydání první. Praha: Portál, 2013, 230 stran. ISBN 9788026203681. info
    recommended literature
  • BRAUN, Richard. Pedagogicko-psychologická diagnostika. Dostupné on-line: https://pages.pedf.cuni.cz/kamv/files/2019/02/440-version1-Pedagogicko-psychologick%C3%A1-diagnostika.pdf
  • ČAPEK, Robert, NAVAROVÁ, Sylvie, ŽENATOVÁ, Zdenka. Žák v krizové situaci. Praha: Raabe, 2017
  • FELCMANOVÁ, Lenka, HABROVÁ, Martina a kol. Katalog podpůrných opatření: Pro žáky s potřebou podpory ve vzdělávání z důvodu sociálního znevýhodnění. Dostupné on-line: http://katalogpo.upol.cz/wp-content/uploads/katalog-szn.pdf
  • Dítě traumatizované v blízkých vztazích : manuál pro profesionály a rodiny. Edited by Oldřich Matoušek. Vydání první. Praha: Portál, 2017, 207 stran. ISBN 9788026212423. info
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika, 2012, 343 s. ISBN 9788073576790. info
  • ČAPEK, Robert. Třídní klima a školní klima. Vyd. 1. Praha: Grada, 2010, 325 s. ISBN 9788024727424. URL info
  • GRECMANOVÁ, Helena. Klima školy. Vyd. 1. Olomouc: Hanex, 2008, 209 s. ISBN 9788074090103. info
  • MATĚJČEK, Zdeněk and Zdeněk DYTRYCH. Krizové situace v rodině očima dítěte : dětská závist; žárlivost, nevěra a rozvod; nový partner v rodině, nevlastní sourozenci; vzpomínky z dětství. Vyd. 1. Praha: Grada, 2002, 128 s. ISBN 8024703327. info
Teaching methods
lectures, seminars, preparation for seminars
Assessment methods
Necessary condition for completing the course is the elaboration of a seminar paper and the attendance at seminars (max. absence from 1 teaching block allowed), active participation of students during lessons is expected. Termination of course: written and oral exam. Written exam is designed as a knowledge test primarily with open-ended questions. Stress is put on an overall understanding of a work of the school psychologist and its specific issues as well as on an ability to come up with a reasonable solutions of typical problem situations. The oral examination will take the form of a discussion of the seminar paper and selected areas of the school psychologist's work, again focusing on the ability to propose meaningful solutions to typical problems encountered by the SP.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
General note: Povinný předmět profilace Pedagogická a školní psychologie.
Information on course enrolment limitations: Povinný předmět profilace Pedagogická a školní psychologie. Studenti s touto profilací jsou upřednostněni.
The course is also listed under the following terms Autumn 2019, Autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
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