So213 Communicating in Difficult Situations

Faculty of Education
Autumn 2023
Extent and Intensity
0/2/0. 3 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
Guaranteed by
Mgr. et Mgr. Martina Kurowski, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Timetable of Seminar Groups
So213/KombiSem01: Fri 6. 10. 17:00–19:50 učebna 51, Sat 7. 10. 17:00–19:50 učebna 36, Fri 3. 11. 17:00–19:50 učebna 24, Sat 9. 12. 17:00–19:50 učebna 24, M. Kurowski
So213/PrezSem01: Mon 14:00–15:50 respirium (4. nadzemní podlaží), M. Kurowski
Prerequisites
Knowledge of the basic concepts of socio-pedagogical communication. Basic orientation in critical thinking methods.
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 aim of the course is to develop and train the skills of authentic communication, which enable the creation of quality relationships and which are useful in challenging interpersonal situations. The course aims to introduce different concepts of peer respectful communication that social educators/women can use in their professional practice. Learners will be given a unique opportunity to experience techniques that promote authentic communication through self-experience. We will practice the sub-steps in  model situations and, based on reflection on this experience, attempt to respond to situations from  practice in the helping professions. Students will gain basic skills for effective communication that they can use in their professional practice during and after graduation. At the same time, each student will have the opportunity to take a critical stance on the presented methods and concepts of effective communication. The course will include active training in the presented areas of communication strategies. Peer reflection and group interview. Solution of model situations from practice.
Learning outcomes
Upon completion of the course, students will be able to: Recognize the forms and techniques of different concepts of peer and respectful communication reflect on real-life experience with different communication techniques in challenging life situations apply selected techniques of respectful communication in their own lives outside the context of the course take a stance on the topic of respectful peer communication
Syllabus
  • 1) A transdisciplinary view of challenging and conflicting life situations through the lens of natural and social sciences. Definition of power and partnership approach in interpersonal communication. Pitfalls of helping professions and burnout syndrome. Where to find and renew psychic energy for service to others? 2) Pedagogical communication in difficult educational situations (emotional aspect of pedagogical communication, acceptance, empathy, positivity, expressiveness and humour, use of space in pedagogical communication) 3) Systemic approach in the helping professions, in social pedagogy. Basics of working with people who require social help, support. Understanding and developing human relationship with clients. Ethical dimension of helping professions. 4) Misunderstandings between people and their origins. Liberation of communication from negative experiences, overcoming habitual patterns of dealing with others. The concept of non-violent communication according to M. Rosenberg. Empathy for the self, sincere self-expression. 5) Empathetic listening to oneself and the partner, willingness to perceive one's own and the other's needs and feelings. Self-expression, identification of needs, partner and non-violent communication, respect and tolerance for difference. Mindfulness practice. 6) A partnership and respectful approach in parenting. Respecting and being respected according to the Kopriva couple. Boundaries in parenting, punishments and rewards, definition of needs and empathy. Obedience and responsibility to oneself. 7) Facilitation of learning from the perspective of person-centred approach, importance of developing emotional intelligence. Attitudes of the helping worker according to C. Rogers (empathy, positive acceptance, congruence). Impact of emotional intelligence development on children's and adults' health, job performance, decision-making, creativity, ability to form and maintain positive relationships and climate; social and emotional learning (SEL). 8) Advisory Circle (council): sharing personal stories inspired by traditional cultures and modern practices in communication. The terms and purposes of advisory circles. Role of the facilitator. Speaking subject. Consultative circle with children, with adults. 9) Consultation circles as a means to heartfelt and compassionate expression and non-judgmental acceptance of how we are, others, and the situation we are/are in. Forms of counseling circle: basic, aquarium, counseling circle with questions, etc.. Role of witnesses. Community building. 10) Experts' block: in this block we meet invited guests from various fields of work with people. In centre of our attention is particularly professions that commonly use communication skills to negotiate with clients who are in a complex life situation. These include: police negotiators, social workers skilled in motivational interviewing, communication in detention facilities, etc.
Literature
    required literature
  • KOPŘIVA, Karel. Lidský vztah jako součást profese. Edited by Jiřina Šiklová. Vydání osmé, v Portále s. Praha: Portál, 2016, 147 stran. ISBN 9788026211471. info
  • DEVITO, Joseph A. Základy mezilidské komunikace : 6. vydání. Translated by Jiří Rezek. 1. vyd. Praha: Grada, 2008, 502 s. ISBN 9788024720180. info
  • ÚLEHLA, Ivan. Umění pomáhat : učebnice metod sociální praxe. Vyd. 3., v Sociologickém na. Praha: Sociologické nakladatelství, 2005, 128 s. ISBN 9788086429366. info
    recommended literature
  • ROSENBERG, M. (2016). Nenásilná komunikace – řeč života. Praha: Portál
  • GORDON, Thomas. Škola bez poražených : praktická příručka efektivní komunikace mezi učitelem a žákem. Translated by Julie Žemlová. Vydání první. Praha: Malvern, 2015, 325 stran. ISBN 9788075300065. info
  • MOTSCHNIG, Renate and Ladislav NYKL. Komunikace zaměřená na člověka : rozumět sobě i druhým. Translated by Jana Bílková. Vyd. 1. Praha: Grada, 2011, 172 s. ISBN 9788024736129. info
  • ALDORT, Naomi. Vychováváme děti a rosteme s nimi. Translated by Eva Sedláčková. Vydání první. Praha: Práh, 2010, 227 stran. ISBN 9788072522873. info
  • KOPŘIVA, Pavel, Jana NOVÁČKOVÁ, Dobromila NEVOLOVÁ and Tatjana KOPŘIVOVÁ. Respektovat a být respektován. 3. vydání. Bystřice pod Hostýnem: P. Kopřiva - Spirála, 2008, 286 stran. ISBN 9788090403000. info
Teaching methods
self-experience training
Assessment methods
Regular attendance at classes and active participation in model situations Using the tools acquired in the classroom in  actual practice Reflection on the application of one of the techniques (or a sub-procedure) to practice
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 12.
The course is also listed under the following terms Autumn 2024.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2023/So213