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Lecturer(s)
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Šmída Jan, Mgr.
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Šmelová Eva, prof. PhDr. Ph.D.
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Čech Tomáš, doc. PhDr. Ph.D.
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Course content
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<LI> 1. Social pathology - definition of the term. Norm and order in society, normality. Socially pathological phenomena and social control. The institute of social control and its function in society. Anomie as a risk for society. <LI> 2. Social deviation and conformity. Definition, degrees of deviation. Theory of social deviations, etiology of deviant behavior. Historical approaches to deviation, cultural relativism. Definition of the concept of risky behavior, behavioral disorder, pathological addiction as forms of deviant behavior. <LI> 3. Prevention. Definition, terminology, degrees of prevention and its system in Czech society. <LI> 4. Primary prevention. Principles of primary prevention. Creation of a preventive-educational strategy of a school - minimum preventive program, school educational program. School prevention methodology and its functions. <LI> 5. Professional support and counseling (secondary, tertiary prevention). Pedagogical-psychological counseling system - counseling services at school (educational counselor, school psychologist, school special educator, social educator), school counseling facilities (pedagogical-psychological counseling center, special educational center), preventive educational care facilities (educational care center). <LI> 6. Educator and his/her competences in the field of social pathologies and prevention of risky behavior. <LI> 7. Documents for the implementation of prevention. Methodological instructions of the Ministry of Education, Youth and Sports for the prevention of socially pathological phenomena in children and youth, Strategy for the prevention of risky behavior in children and youth, etc. <LI> 8. Institute of alternative family care, forms of non-institutional NRP. Institutional and protective education. System of institutional education, placement of children and adolescents in institutional education. Role of diagnostic institute and other preventive educational facilities. Reeducation, resocialization. <LI> 9. Criminal proceedings in juvenile matters. Educational, protective, penal measures. Act No. 218/2003 on Juvenile Justice. Mediation and probation - definition, mission. Alternative punishment. Activities of probation and mediation services. Cooperating institutions. Execution of imprisonment. <LI> 10. Education for a healthy lifestyle, prosocial education and personal and social development as non-specific primary prevention. Methods of preventing risky behavior. Creation of primary prevention programs.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Group work
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Learning outcomes
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The aim of the course is to develop the necessary knowledge and competences of the student - a future leisure educator - in the issue of risky behavior, its diagnosis, solution and, above all, prevention from the point of view of planning and implementing preventive activities and programs.
After completing the course, students should be able to: <LI> orient oneself in the issue of social pathologies and threatening risky behavior for adolescent socialization; <LI> understand and shed light on the formation of society's norms, the functioning of the system of social control; <LI> define and delineate specific forms of risky behavior, their etiology and prevention options; <LI> orient oneself in the system of pedagogical and psychological counseling in relation to possible professional help for the child and his family; <LI> know the conditions and principles of implementing primary prevention with an emphasis on the school environment; <LI> to conceive and methodically prepare a program of primary prevention of selected forms of risky behavior.
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Prerequisites
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There are no prerequisites for enrolling in the course.
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Assessment methods and criteria
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Oral exam, Dialog, Seminar Work
To complete the course, you must: <LI> A/ Develop a project for the primary prevention of a specific risky form of behavior for use in pedagogical practice, focused on the target group of children or adolescents. Topics: addictions; delinquency and crime, aggression and bullying, truancy, xenophobia and racism, extreme risk sports, negative effects of sects, sexual risk behavior, eating disorders, etc. <LI> B/ Colloquium composition. Individual preparation in the form of self-study.
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Recommended literature
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AMBROŽOVÁ, K. a kol. Rizikové chování dětí a mladistvých. Příčiny, následky, prevence. Praha: Dětství bez úrazů, o.p.s..
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BENDL, S. (2003). Prevence a řešení šikany ve škole. Praha.
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ČECH, T. Škola a její preventivně-výchovná strategie jako předpoklad rozvoje kompetencí dětí. Prevence, 2011, roč. 8, č. 7, s. 4-7. ISSN 1214-8717..
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ČECH, T. Škola a sociálně patologické symptomy v projevech žáků. In Střelec, S. (ed.) Studie z teorie a metodiky výchovy. Brno : MSD, 2002. ISBN 80-86633-00-4..
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ČECH, T. Primární drogová prevence a protidrogová výchova ve školách. In Střelec, S. (ed.) Studie z teorie a metodiky výchovy II. Brno : Masarykova univerzita, 2005, s. 140-152. ISBN 80-210-3687-7..
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FISHER; S.; ŠKODA, J. Sociální patologie. 2. vyd. Praha : Grada, 2014. ISBN 978-80-247-5046-0,.
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JEDLIČKA, R.; KLÍMA, P. aj. Děti a mládež v obtížných životních situacích. Praha : Themis, 2004, 480 s. ISBN 807312-038-0.
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KOCOURKOVÁ, V., ŠAFRÁNKOVÁ, A. Úvod k primární prevenci rizikového chování. Gevak: Olomouc, 2014. ISBN 978-80-.
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MIOVSKÝ, Michal et al. Výkladový slovník pojmů školské prevence rizikového chování. Praha. 2012.
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PROCHÁZKA, M. (2019). Metodik prevence a jeho role na základní škole. Praha.
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ŠMÍDA, J.; ČECH, T.; HORMANDLOVÁ, T.; JŮVOVÁ, A. (2024). Sociální pedagog a jeho role v kontextu potřeb základních škol. Olomouc.
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