ZS1BK_POPS Counseling Psychology

Faculty of Education
Spring 2019
Extent and Intensity
0/0/.3. 2 credit(s). Type of Completion: k (colloquium).
Teacher(s)
PhDr. Táňa Fikarová, Ph.D. (lecturer)
Guaranteed by
Mgr. et Mgr. Jan Mareš, Ph.D.
Department of Psychology – Faculty of Education
Contact Person: Jitka Sekaninová
Supplier department: Department of Psychology – Faculty of Education
Timetable
Fri 1. 3. 8:00–9:50 učebna 36, Fri 26. 4. 17:00–18:50 učebna 32
Prerequisites (in Czech)
ZS1BK_UVPS Introduction to Psychology Lec || ZS1BK_UVOS Introduction to Psychology Lec && ! ZS1MK_PSPS Counselling and School Psyc
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 main goal of the programme is to give a classified knowledge of individual diagnostic categories and themes psychological counselling and of topics from the area of a counselling psychology that are useful and appropriate for help to a relationship teacher/psychologist (1st and 2nd grade of a primary 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.
Learning outcomes
At the end of the course students will be able: to have a basic overview of counseling services in schools; characterize the work of counseling psychologists and the possibilities of cooperation with teachers; to focus on the basic themes counseling psychology; define and identify conduct, learning problems; to propose basic measures for children with learning problems; to propose basic measures for children with conduct problems.
Syllabus
  • The subject and importance of psychological counseling. The issue of normality.
  • 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.
  • ADHD/ADD syndrome.
  • The psychic deprivation and subdeprivation.
  • The child’s personality – 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.
  • 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 causes and forms of an abnormal behaviour. The counselling 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 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 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
    required literature
  • PEŠOVÁ, ilona and miroslav ŠAMALÍK. Poradenská psychologie pro děti a mládež. Praha: Grada Publishing, 2006. info
    recommended literature
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005. 430 s. ISBN 80-246-1074-4.
  • MATĚJČEK, Zdeněk. Vývojové poruchy čtení [Matějček, 1978]. 4. vyd. Praha: Státní pedagogické nakladatelství, 1978. 246 stran.
  • PÖTHE, Peter. Emoční poruchy v dětství a dospívání. 2., dopl. a aktualiz. vyd. Praha: Grada, 2013, 164 s. ISBN 9788024745855. URL info
Teaching methods
lectures, library study
Assessment methods
colloquium, oral exam
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
Information on the extent and intensity of the course: 4hodiny.
The course is also listed under the following terms Spring 2013, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018.
  • Enrolment Statistics (recent)
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