| Course title | The use of projective and counselling methods on child clients in special education |
|---|---|
| Course code | USS/KUPPM |
| Organizational form of instruction | Lecture |
| Level of course | Master |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 2 |
| Language of instruction | Czech |
| Status of course | Optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
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| Course content |
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- Projective and developmental aspects of children's drawings - Kids' skills? Solution-oriented work with children, parents, and the community - Sandtray? Play therapy in the sandbox - Options for diagnosing relational bonds - Focus box and creation of counseling tools - Options for using cards in career counseling
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| Learning activities and teaching methods |
| Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Group work |
| Learning outcomes |
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Aim: Practical introduction to projective methods in the context of special education counselling and diagnostics. The theoretical framework of each approach will be complemented by practical demonstrations of individual approaches, methods and techniques. Thematic areas (Content) - Projective and developmental aspects of children's drawing - Kids' skills - solution-focused work with children, parents and the community - Sandtray - play therapy in the sandbox - Possibilities for diagnosing relationship attachment - Focus box and the creation of counselling aids - Possibilities of using cards in career counselling
After completing the course, students will be familiar with various projective methods and techniques that can be used with clients in the context of special education. They will be able to describe the individual projective methods presented. They will recognize and identify projective methods and principles of their use suitable for use in counseling, diagnostic, crisis, and other situations. |
| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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Dialog, Seminar Work
- The condition for obtaining credit is a minimum of 80% active participation in seminars. - The exercises involve working with texts and subsequent debates or discussions on current issues. To complete the course, students are required to write an essay or analysis on a selected topic and subsequently participate in a colloquium debate. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education for Lower Secondary and Secondary Schools (NA21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |