PSYn4110 Educational and School Psychology

Faculty of Social Studies
Spring 2022
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Miroslav Bielik, DiS., B.A. (lecturer)
Mgr. Kateřina Hašková (lecturer)
Mgr. David Macek, Ph.D. (lecturer)
doc. PhDr. Šárka Portešová, Ph.D. (lecturer)
Mgr. Ondřej Straka, Ph.D. (lecturer)
Mgr. et Mgr. Lenka Šamánková, 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
each even Thursday 12:00–13:40 P21a
  • Timetable of Seminar Groups:
PSYn4110/01_Sude_tydny: each even Thursday 14:00–15:40 U23
PSYn4110/02_Liche_tydny: each odd Thursday 14:00–15:40 U23
Prerequisites
! PSY411 Educational and School Psych
The course builds on the knowledge that students are expected to acquire in previous courses of developmental psychology and psychology of upbringing and education. It is therefore recommended to recapitulate the information gained in aforementioned courses prior to the very beginning of the semester.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The objective of this course is to make students acquainted with selected topics of educational and school psychology. Students will - within several thematic areas comprising the course - get insight into topical theories and the skill to apply them in practice.
At the end of the course, students will:
Understand and be able to explain the system of counseling in the domain of upbringing and education.
Be able to apply current theoretical concepts to concrete model situations.
Be able to apply their knowledge of preparation for the work with clients and to apply the basics of assessment and interventions in model cases, including the recognition of ethical aspects related to the work of psychologist in an educational domain.
Be good at interpreting the outcomes of model diagnostic situations.
Be well informed about the legal framework of the work of psychologist within the domain.
Know their way through the vocational options for specialization within the domain.
Learning outcomes
After the completion of the course, the student will be able to:
Have a grasp of a basic legal framework for the work of a psychologist within the context of a school.
Identify peculiarities of assessment and intervention related to each kind of specific educational needs of pupils and students over a whole period of a school attendance.
Suggest general solutions of specific problems of educational practice (e.g. truancy, after-the-divorce arrangement).
Know his way through the system of counseling services for children and through networks of other professionals and experts, that may provide further consultations.
Syllabus
  • Educational and school psychology in context (specializations, ethic codices, legislation in effect, professional societies etc.)
  • Specific thematic areas:
  • Learning disabilities (namely dyslexia and dysorthography, dysgraphia, dyscalculia, dyspraxia), etiology and symptomatology, remediation and compensation, evaluation and marking in various stages of education. Modification of school leaving (maturita) exam.
  • Gifted and exceptionally gifted children, giftedness in early age, twice exceptionality, typical characteristics and signs, identification of giftedness by parents and teachers, specific social and emotional problems, underachievement, principles, possibilities and methods in education of gifted pupils (acceleration, enrichment, integration).
  • Matters related to child maltreatment and abuse (forms, symptoms). Substitute family care, deprivation, low-stimulating background, CAN.
  • Behavioral problems: truancy, pilferage, bullying, lying, cheating, defiance, disorderliness, smoking, alcoholism, drug abuse, sexual misconduct, aggressiveness. Etiology, symptoms, interventions.
  • Issues related to break-up and divorce, conflicts between parents and their effects on children, children as minor participants in litigations, childcare after divorce, child alienation syndrome.
  • Career guidance for pupils, purview of schools and school counseling facilities.
Literature
    required literature
  • BRAUN, Richard, Dana MARKOVÁ and Jana NOVÁČKOVÁ. Praktikum školní psychologie. Vyd. 1. Praha: Portál, 2014, 214 s. ISBN 9788026201762. info
  • KNOTOVÁ, Dana, Lenka HLOUŠKOVÁ, Bohumíra LAZAROVÁ, Šárka PORTEŠOVÁ, Martina HREJSEMNOU and Michaela VACKOVÁ. Školní poradenství (School counseling). Vyd. 1. Praha: Grada, 2014, 258 pp. Pedagogika. ISBN 978-80-247-4502-2. info
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. info
  • POKORNÁ, Věra. Teorie a náprava vývojových poruch učení a chování. Vydání čvrté. Praha: Portál, 2010, 333 stran. ISBN 9788073678173. URL info
  • ČAVOJSKÁ, Magdalena. Vyhledáváme rozumově nadané žáky : krok za krokem s nadaným žákem : metodická příručka. 1. vyd. Praha: Výzkumný ústav pedagogický v Praze, 2010, 68 s. ISBN 9788087000410. info
  • VÁGNEROVÁ, Marie and Jarmila KLÉGROVÁ. Poradenská psychologická diagnostika dětí a dospívajících. Vydání první. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum, 2008, 538 stran. ISBN 9788024615387. info
    recommended literature
  • KOLÁŘ, Michal. Nová cesta k léčbě šikany. Vydání první. Praha: Portál, 2011, 332 stran. ISBN 9788073678715. info
  • PORTEŠOVÁ, Šárka. Rozumově nadané děti s dyslexií (Gifted children with dyslexia). 1st ed. Praha: Portál, 2011, 216 pp. Speciální pedagogika. ISBN 978-80-7367-990-3. URL info
  • VÁGNEROVÁ, Marie. Psychologie školního dítěte. 1. vyd. Praha: Karolinum, 1997, 66 s. ISBN 807184487X. info
  • FONTANA, David. Psychologie ve školní praxi. Vyd. 1. Praha: Portál, 1997, 383 s. ISBN 80-7178-063-4. info
  • VÁGNEROVÁ, Marie. Psychologie problémového dítěte školního věku. Praha, 1995, 108 s. info
Teaching methods
Instruction is realized by means of lectures, group discussions during the lessons, meetings and discussions with seasoned professionals, solving of model tasks, reading of scholar publications, individual course-work at home
Assessment methods
Active participation in lessons. Final exam - written test, both open-ended and multiple choice questions (approx. 60 minutes).
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2022, recent)
  • Permalink: https://is.muni.cz/course/fss/spring2022/PSYn4110