ZS1MP_PSPs Counselling and School Psychology

Faculty of Education
Autumn 2010
Extent and Intensity
1/0/0. 2 credit(s). Type of Completion: k (colloquium).
Teacher(s)
doc. PhDr. Jiří Dan, CSc. (lecturer)
Guaranteed by
doc. PhDr. Jiří Dan, CSc.
Department of Psychology – Faculty of Education
Contact Person: doc. PhDr. Jiří Dan, CSc.
Timetable
Wed 13:25–14:10 učebna 30
Prerequisites
The knowledge of other subjects is not presumed. The general knowledge over psychological terms on the secondary school level is necessary.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The main goal of the programme is to give a classified knowledge of individual categories of a counselling psychology and school psychology and of topics from the area of a useful and appropriate for help to a relationship teacher/psychologist (primary school). We come out the classical paradigm when the diagnostics, remedy and psychological care is focused on a person. The psychological intervention goes out the eclectic, respectively rational concept. At the end of this course, students should be well informed in the basic problems and themes of counselling and school psychology.
At the end of this course, students should be well informed in the basic problems and themes of counselling and school psychology.
At the end of the course students will:
- be able to apply current theoretical concepts of counselling and school psychology
- be able to understand the basic attitudes, procedures and methods of human,
diagnostics from the point of view of a common observer - teacher - psychologist and to explain the models of school performance and labour performance determinants.
- to develop his/her professional diagnostic and teacher skills on the basis of acquired knowledge.
Having completed successfully from the course a student
- achieves clarity in response to ethical questions
- has knowledge of important the contributions of Moravian, Czech, and Slovak psychologists, teachers and psychiatrists to the development of these scientific disciplines
- can argue well in favor of Christian values
- will increase respect for the approach taken by previous generations of psychologists and teachers
- will be open to new thoughts in these disciplines and be instilled with a desire for life long education
- will remember the study of the subject with love and be likely to recommend it to her/his acquaintances .
A student who fails the course
- will be able to be more realistic about his/her predisposition to study
- will be able decide whether it makes sense to repeat the course
- will be able to quit studying without losing her/his self confidence.
Syllabus
  • The relationship of a counselling and school psychology to other psychological disciplines, special pedagogy, medical and legal subjects.
  • The somatic and mental disorders
  • The selected topics from the psychopatology of the maturity process.
  • The mental retardation. The significant deficiencies in the structure of a natural ability, important for school environment.
  • Emotional disorders in the childhood and adolescence.
  • The development of the speech – in standard and in pathology.
  • The neurotic disorders.
  • The psychic deprivation and subdeprivation.
  • The child’s personality – in standard and out of standard.
  • The disorders of attention and activity.
  • The problems connected with improper family influence. The problems caused by negative influence of the community.
  • The psychopatogy of the process of maturity.
  • The ability for school attendance – judgment.
  • The circumstances influencing the capacity for school attendance. The children incompetent to join the school on usual date.
  • The lateral preference as a counselling problem.
  • The psychological care of school age children.
  • The school demands on a pupil. The performance and school performance – term definition.
  • The school results – good and bad. The theoretical basics of the school performance.
  • The one-factor and multifactor determinant models od the school performance.
  • The factors influencing the school performance. The K.A.Heller (1995), V.Hrabal sen. (1987) and K.Plocek (1982) conceptions.
  • The causes and forms af an abnormal behaviour. The correction possibilities. The children’s delinquency.
  • The child and the class. The personal, social and situation determinants of the child’s role within the class group. Types of problems and their solutions. The person of a teacher. The conflict relationships between the teacher and his schoolchild, the possibilities for psychological interventions.
  • The principles of an adequate educational effect on the child within the family – theoretical resources and practical implications.
  • The feelings of parents whose child doesn’t meet their expectations – according to Elisabeth Kübler-Ross.
  • The basis od psychocorrective work with parents whose child doesn’t meet their expectations.
  • The general and specific recommendations for an individual teacher’s treatment to a schoolchild within the class education.
Literature
    required literature
  • BALŠÍKOVÁ, Olga and Jiří DAN. Náprava čtení a psaní. 1. vyd. Praha: Státní pedagogické nakladatelství, 1991, 41 s. ISBN 8004250793. info
  • Matějček, Z.: K pojmu "lehkých mozkových dysfunkcí" (LMD). Čs. psychiatrie, 86, 1990, č. 1, str.7-16.
    recommended literature
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005, 430 s. ISBN 8024610744. info
  • MATĚJČEK, Zdeněk. Praxe dětského psychologického poradenství. 1. vyd. Praha: Státní pedagogické nakladatelství, 1991, 335 s. ISBN 8004245269. info
  • MATĚJČEK, Zdeněk. Dyslexie : specifické poruchy čtení [Matějček, 1995]. Vyd. 3., upr. a rozš. Jinočany: H & H, 1995, 270 s. ISBN 80-85787-27-X. info
  • DAN, Jiří. Inteligence a školní výkon ve vývoji a vzájemných souvislostech. Brno: Masarykova univerzita v Brně, 2002, 226 pp. ISBN 80-210-2948-X. info
Teaching methods
lectures, homeworks, library study
Assessment methods
to pass: at least 75% correct in electronic multiple choice test
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2003, Autumn 2004, Autumn 2005, Autumn 2006, Autumn 2007, Autumn 2008, Autumn 2009, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014.
  • Enrolment Statistics (Autumn 2010, recent)
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