PdF:SZ7BP_PTPS Patopsychology and Psy Guidanc - Course Information

SZ7BP_PTPS Patopsychology and Psychological Guidance

Extent and Intensity

1/0/0. 1 credit(s). Type of Completion: z (credit).

Teacher(s)

doc. PhDr. Jiří Dan, CSc. (lecturer)
prof. PhDr. Evžen Řehulka, CSc. (lecturer)

Guaranteed by

doc. PhDr. Jiří Dan, CSc.
Department of Psychology – Faculty of Education
Contact Person: doc. PhDr. Jiří Dan, CSc.
Supplier department: Department of Psychology – Faculty of Education

Timetable

Tue 15:45–16:30 učebna 50, Tue 19:25–20:10 učebna 50

Prerequisites

SZ7BP_UvPs Introduction to Psychology
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

there are 38 fields of study the course is directly associated with, display

Course objectives

The main goal of the programme is to give a classified knowledge of individual diagnostic categories and themes of a patopsychology and psychopatology, psychological counselling and of topics from the area of a counselling psychology that are useful and appropriate for help to a relationship teacher/psychologist (2nd grade of a primary school, middle 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.

Syllabus

• The subject and importance of patopsychology. Relation between pato-psychology and psycho-patology. The issue of normality. 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 (adolescent) – 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 (1987) and K. Plocek (1982) conceptions.
• The causes and forms of 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 expactations – 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

recommended literature
• 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
• BALŠÍKOVÁ, Olga and Jiří DAN. Náprava čtení a psaní. 1. vyd. Praha: Státní pedagogické nakladatelství, 1991, 41 s. ISBN 8004250793. info
• MATĚJČEK, Zdeněk. Vývojové poruchy čtení [Matějček, 1978]. 4. vyd. Praha: Státní pedagogické nakladatelství, 1978. 246
• MATĚJČEK, Zdeněk. Dyslexie : specifické poruchy čtení. Vydání 3. upravené a roz. Jinočany: H & H, 1995, 269 stran. ISBN 808578727X. info
• MATĚJČEK, Zdeněk. Praxe dětského psychologického poradenství. 1. vyd. Praha: Státní pedagogické nakladatelství, 1991. 335 s. ISBN 80-04-24526-9.
• VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005, 430 s. ISBN 8024610744. info
• Vágnerová, Marie. Psychopatologie pro pomáhající profese. [Vágnerová, 2008]. Vyd. 4. Praha : Portál, 2008. 872 s. ISBN 978-80-7367-414-4.
• Poradenská psychologická diagnostika dětí a dospívajících. Edited by Marie Vágnerová - Jarmila Klégrová. Vyd. 1. Praha: Karolinum, 2008. 538 s. ISBN 978-80-246-1538.
• Myschker, Norbert. Verhaltungstörungen bei Kindern und Jugendlichen. 6. Aufl. Stuttgart: Verlag W. Kohlhammer, 2009. ISBN 978-3-17-020425-6.

Teaching methods

lectures, library study

Assessment methods

credit, electronic test: appropriate knowledge

Language of instruction

Czech

Follow-Up Courses

• SZ7BP_PPSP Counselling Psychology for Educators

Further comments (probably available only in Czech)

Study Materials
Information on completion of the course: Znalost povinné literatury a přednesených témat formou elektronicky zadaného testu.
The course is taught annually.

• Enrolment Statistics (Spring 2014, recent)
  
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