PSY537 Educational and school psychology

Faculty of Social Studies
Autumn 2017
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Šárka Portešová, Ph.D. (lecturer)
Mgr. Alice Vašáková (lecturer)
Mgr. Michal Jabůrek (seminar tutor)
Mgr. Ondřej Straka (seminar tutor)
Guaranteed by
doc. PhDr. Šárka Portešová, Ph.D.
Department of Psychology - Faculty of Social Studies
Supplier department: Department of Psychology - Faculty of Social Studies
Timetable
Thu 9. 11. 8:00–11:15 U53, Thu 16. 11. 8:00–11:15 U53, Thu 23. 11. 8:00–11:15 U53, Thu 30. 11. 8:00–11:15 U53, Thu 7. 12. 8:00–11:15 U53
Prerequisites
PSY411 Educational and School Psych
The course Educational and school psychology II presupposes the knowledge previously obtained particularly in the courses of Developmental psychology and Educational and school psychology I. This knowledge constitutes a starting point of each thematic module, it is thus necessary for students to have adequate understanding of above mentioned disciplines before the beginning of the course and if need be, to brush up.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 13 student(s).
Current registration and enrolment status: enrolled: 0/13, only registered: 0/13, only registered with preference (fields directly associated with the programme): 0/13
fields of study / plans the course is directly associated with
Course objectives
The objective of the course is to encourage students to apply information gained so far to a process of education and upbringing, primarily in schools. The topics addressed concern namely the specification of work of a school psychologist, the prevention and remediation of behavioral and learning disorders, help in study and career planning, aid offered in a case of adaptation problems etc. The stress is put on direct connection of theoretical knowledge with practice. Part of the course comprise of case studies of real pupils, situations or intervention strategies.
Learning outcomes
After completing the course, student will be able to:
Know his way in the basic legislation pertaining to educational system;
Understand and describe in detail the role and function of a school psychologist in the educational system;
Have a proper grasp of basic intervention strategies put to use in the practice of a school psychologist;
Apprehend the problems of specific educational needs of some pupils within the school environment;
Understand key issues pertaining the school climate;
Work and thing in accordance with basic principles of career guidance;
Comprehend the complexity of behavior and feelings of children with problems within the school context;
Understand the process of implementation of support measures in education of pupils with specific needs
Syllabus
  • 1. The context of providing counseling services in school, including the framework legislation.
  • 2. The school counseling center.
  • 3. The position of school psychologist in a school environment, the arrangement of a commission.
  • 4. The prevention and intervention in a work of school psychologist.
  • 5. The issues of pupils with special educational needs in schools.
  • 6. The support of psychologist in implementation of support measures.
  • 7. Assessment in the practice of school psychologist.
  • 8. The school climate, climate of a classroom, work with a class.
  • 9. Career guidance, doing a counseling interview.
  • 10. Individual consultations in a practice of the school psychologist.
Literature
    required literature
  • BRAUN, Richard, Dana MARKOVÁ and Jana NOVÁČKOVÁ. Praktikum školní psychologie. Vyd. 1. Praha: Portál, 2014. 214 s. ISBN 9788026201762. info
  • ŠTECH, Stanislav and Jana ZAPLETALOVÁ. Úvod do školní psychologie. Vydání první. Praha: Portál, 2013. 230 stran. ISBN 9788026203681. info
    recommended literature
  • LAZAROVÁ, Bohumíra. Školní psychologie v České republice po roce 1989 (School psychology in the Czech Republic after the year 1989). Československá psychologie, Praha, 2008, LII, No 5, p. 480-492. ISSN 0009-062X. URL info
  • FONTANA, David. Psychologie ve školní praxi. Vyd. 2. Praha: Portál, 2003. 383 s. ISBN 8071780268. info
  • ŘÍČAN, Pavel. Agresivita a šikana mezi dětmi : jak dát dětem ve škole pocit bezpečí. Vyd. 1. Praha: Portál, 1995. 95 s. ISBN 8071780499. info
Teaching methods
The main educational method is theory-based lecture, in which the lecturer transmits self-contained knowledge and information. The lecture is supplemented by regularly administered tasks, that accent individual work of students. Tasks are always connected to the respective thematic modules.
Assessment methods
Written exam. Written exam is designed as a knowledge test with open-ended as well as multiple choice questions. Stress is put on an overall understanding of a work of the school psychologist and its specific issues as well as on an ability to come up with a reasonable solutions of typical problem situations. Written test lasts no longer than 60 minutes.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
General note: Povinný předmět profilace Pedagogická a školní psychologie.
Information on course enrolment limitations: Povinný předmět profilace Pedagogická a školní psychologie. Studenti s touto profilací jsou upřednostněni.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2016, Autumn 2018.
  • Enrolment Statistics (Autumn 2017, recent)
  • Permalink: https://is.muni.cz/course/fss/autumn2017/PSY537