SP2009 Patopsychology 2

Faculty of Education
Autumn 2025
Extent and Intensity
1/0/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. et Mgr. et Mgr. Věra Linhartová, Ph.D. (lecturer)
doc. PhDr. Věra Vojtová, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Věra Vojtová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: doc. PhDr. Věra Vojtová, Ph.D.
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
there are 14 fields of study the course is directly associated with, display
Course objectives
he aim of the course is to equip learners with basic knowledge and practical skills in the area of mental health support for children and adolescents in the school environment. Learners will learn about the prevention of mental health difficulties, the basics of school-based crisis intervention and support for children with traumatic experiences or neurodiversity. They will also develop an understanding of current trends in mental health, addictions, pharmacotherapy, and therapeutic approaches for young people. This includes developing competencies for working with professionals (psychologist, psychiatrist, special educator) and understanding how to support teachers through self-care, interviewing and supervision. The course emphasises respect for diversity, a safe school climate and inclusive approaches.
Learning outcomes
Upon completion of the course, the learner will be able to: 1.Recognize and understand the specific manifestations of the most common mental health problems in children and adolescents and navigate prevention and support options in the school setting. 2.Apply elements of crisis intervention and trauma-sensitive approaches, including working with students with trauma and aversive experiences. 3. Respect the principles of inclusion and diversity, use inclusive language, and reflect the specific needs of LGBTQ+ and neurodivergent students. 4.Collaborate with professionals (psychologist, psychiatrist, special educator) to address difficult situations and navigate basic therapeutic and pharmacological approaches. 5.Care for one's own mental health through self-care, interviewing, and supervision.
Syllabus
1.School-based prevention of mental health problems (bullying prevention programs, mental health support, social-emotional skills development) 2.School crisis tools 3.The role of the special educator in crisis intervention 4.Digital technology and mental health 5. Gender and diversity in school (LGBTQ+ and inclusive language in school settings) 6.Trauma, Sy CAN (impact on behaviour and learning, trauma-sensitive teaching), working with children and adolescents with trauma and aversive experiences 7.Anxiety, panic attacks, school phobias 8.Depression, suicidality, self-harm 9.Eating disorders 10. Current trends in addictions 11. Neurobiological basis and neuroscience perspective on anxiety, depression, ADHD, autism spectrum disorders (ASD), dyslexia 12. Neurodiversity 13. Pharmacology and its role in child and adolescent psychiatry, most common medications, limits and benefits of pharmacotherapy 14. Overview of therapies used with children and adolescents 15. Collaboration between educator, psychologist and psychiatrist in case management, introduction to psychological testing in the context of special education 16. Self-care of educators, interviewing and supervision
Literature
    recommended literature
  • KOLÁŘOVÁ, K. Jinakost - postižení - kritika: společenské konstrukty nezpůsobilosti a hendikepu : antologie textů z oboru disability studies. vyd. 1. Praha: Sociologické nakladatelství (SLON), 2012, 581 s. ISBN 9788074190506.
    not specified
  • ALLPORT, G. W. O povaze předsudků. Praha : Prostor. 2004. ISBN 80-7260-125-3.
  • BITTMANNOVÁ, Lenka, BITTMANN, Julius. A na mě nikdo nemá čas. 1.vyd. Pra
  • BŘEZINOVÁ, Jana. Já už nemůžu, paní učitelko.1.vyd.Praha: Pasparta.2022.100 s. ISBN 978-80-88429-28-9
  • Dětská klinická psychologie 4., přepracované a doplněné vydání. Edited by Dana Krejčířová - Pavel Říčan. 1. elektronické vydání. Grada, 2006, 1 online. ISBN 9788024710495. URL info
  • ROHWETTER, Angelika. Únava ze soucitu : jak předcházet vyčerpání v pomáhajících profesích. Translated by Kateřina Prešlová. Vydání první. Praha: Portál, 2022, 167 stran. ISBN 9788026218913. info
  • VÁGNEROVÁ, Marie; Zuzana HADJ-MOUSSOVÁ and Stanislav ŠTECH. Psychologie handicapu. 2. vyd. Praha: Karolinum, 2000, 230 s. ISBN 8071849294. info
  • VÁGNEROVÁ, Marie. Současná psychopatologie pro pomáhající profese. Vydání první. Praha: Portál, 2014, 815 stran. ISBN 9788026206965. info
Teaching methods
Lecture, group interactive work, homeworks.
Assessment methods
Written test, research of professional sources, peer to peer reflection of research
Náhradní absolvování
In the case of a intership and study abroad, the course can be taken in its regular form. The final test can be taken online in a normal way with others, the learner is able to complete the conditions remotely. Materials and detailed instructions can be found in the interactive syllabus.
Language of instruction
Czech
Follow-Up Courses
Study support
https://is.muni.cz/auth/el/ped/podzim2025/SPROC_PPS1/index.qwarp
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is taught in blocks.
Teacher's information
https://is.muni.cz/auth/el/ped/podzim2025/SPROC_PPS1/index.qwarp
Prerequisites for successful completion of the course A) exam - pı́sem test B) timely submission of two assignments - research and feedback (of your choice) on the work of a colleague 1. Research from current sources on one of the chosen topics The learner will produce a text discussing current knowledge on a narrower issue within the topic, summarise findings from specialist sources, especially research studies, and name current trends. The learner will choose one of the predefined topics, log in to the IS in the Topic Schedule for the course . The text will be based on at least 3 current international sources. The sources will be published no more than 10 years ago and will be written in a language other than Czech, Slovak or Ukrainian. For the search of articles and publications, I recommend high quality peer-reviewed sources from established academic institutions. The text will be a minimum of 1,800 characters (symbols and spaces). 2. Feedback on peer/non-peer search We are looking for descriptive feedback and reflection on the quality of the search and selection of sources. The text will be a minimum of 900 characters (symbols and spaces).
The course is also listed under the following terms Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
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