FVP:UPPVJP038 Utilization of Multi-Sensory E - Course Information

UPPVJP038 Utilization of Multi-Sensory Environment in Working With the Elderly

Extent and Intensity

0/13/0. 3 credit(s). Type of Completion: z (credit).

Teacher(s)

PaedDr. Irena Johanka Savková, MBA (seminar tutor)

Guaranteed by

Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.

Timetable of Seminar Groups

UPPVJP038/A: Wed 13:05–13:50 C201

Prerequisites (in Czech)

FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P)

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 6/20, only registered: 0/20

fields of study / plans the course is directly associated with

• Educational Care for Seniors (programme FVP, EPOS)

Course objectives

The course objective is to provide theoretical and practical information about working in the Snoezelen multi-sensory environment with the elderly. The whole of the course consists of a theoretical part in which students obtain information about the usability of the Snoezelen rooms and the theory of the Snoezelen concept. The practical part demostrates concretized work in the Snoezelen room. Students learn the tools, techniques, work principles and methods that can be used in elderly multi-sensory rooms in order to achieve activation, relaxation, cognitive development, especially in the memory, development of communication and socialization, etc.

Learning outcomes

By completing the course, the students gains:
Professional Knowledge:
- Students know the theory and context of multi-sensory environment utilization (of the Snoezelen concept)
- Students can characterize methods, strategies, and useful activities for seniors,
- Students know the essence of dementia in old age.

Professional Skills:
- Students can review and analyze the use of the multi-sensory room for an elderly person,
- Students apply knowledge from other disciplines (e.g. gerontopedagogy, gerontology, psychology, special education) and incorporates them into the specific work with seniors.
- Students can create design of activities they could put into practice in the multi-sensory room.

General qualification:
- Students understand the context and connection of senior issues and work in the multi-sensory room
- Students can customize their activity in the room for seniors, according to their individual requirements and needs.

Syllabus

• Exercise topics:
• 1. Definition of the multi-sensory concepts and their applicability for seniors and in the senior age.
• 2. The Snoezelen concept and its epistemological basis.
• 3. Definition of the Snoezelen triangle, including detailed description of the three planes.
• 4. Diversity of the multi-sensory room environments, including aids, tools and other equipment with a focus on senior age.
• 5. Activation and relaxation in the Snoezelen.
• 6. Cognitive development - methods related to the issue of senior dementia and Alzheimer's disease.
• 7. Development of communication and socialization. Empathy and importance of individual specific approaches to seniors.
• 8. Examples of specific use of the Snoezelen and practical exercises in the multi-sensory room.

Literature

required literature
• FILATOVA, Renata. Snoezelen – MSE. Frýdek – Místek : Tiskárna Kleinwachter, 2014. ISBN 978-80-905419-3-1.
• FILATOVA, Renata; JANKŮ Kateřina. Snoezelen. Frýdek – Místek : Tiskárna Kleinwachter, 2011. ISBN 978-80-260-0115-7.
• JANKŮ, Kateřina. Snoezelen v teorii, v praxi a ve výzkumu (Snoezelen in theory, practice and research). 1st ed. Opava: Fakulta veřejných politik, Slezská univerzita v Opavě, 2018, 125 pp. ISBN 978-80-7510-335-2. info
• LANGMEIER, J., KREJČÍŘOVÁ, G. Vývojová psychologie. Praha: Grada Publishing, 2006. ISBN 80-247-1284-9. info
• VÁGNEROVÁ, Marie. Vývojová psychologie II.: dospělost a stáří. Praha: Karolinum, 2007. ISBN 978-80-246-1318-5. info

recommended literature
• HANDLÍŘOVÁ, P., D. SPALKOVÁ a J. MASÁK. Animace dospělí a senioři. Jablonec n. Nisou: Educa, 2015. ISBN 978-80-260-7627-8. info
• HAŠKOVCOVÁ, Helena. Fenomén stáří. Praha: Havlíček Brain Team, 2010. ISBN 978-80-87109-19-9. info
• HOLÍNSKÁ, Anna. Chytré hlavičky: aktivizační program pro seniory: pracovní listy. Hradec Králové: Královéhradecká diecéze Církve československé husitské, 2016. ISBN 978-80-906490-1-9.
• PORTMANNOVÁ, Rosemari. 99 her pro trénink mozku u seniorů. Praha: Portál, 2018. ISBN 978-80-262-1297-3.
• ŘÍČAN, Pavel. Cesta životem: [vývojová psychologie]: přepracované vydání. 3. vyd. Praha: Portál, 2014. ISBN 978-80-262-0772-6.
• SCHMID, Wilhelm. Umění stárnout: jak dosáhnout životní moudrosti. Praha: Euromedia, 2017. ISBN 978-80-7549-178-7.
• TOTA, Miroslav. Senior, aneb, Ještě mě tu máte. Týn nad Vltavou: Nová Forma s.r.o., 2016. ISBN 978-80-7453-666-3.

not specified
• KLEVETOVÁ,D., DLABALOVÁ,I. Motivační prvky při práci se seniory. Praha:Grada Publishing, 2008. ISBN 978-80-247-2169-9. info
• KLEVETOVÁ, Dana. Motivační prvky při práci se seniory. 2., přepracované vydání. Praha: Grada Publishing, 2017. ISBN 978-80-271-0102-3.
• ŠPATENKOVÁ, Naděžda. Edukace seniorů. Praha: Grada Publishing, 2015. ISBN 978-80-247-5446-8.
• VETEŠKA, Jaroslav. Gerontagogika: psychologicko-andragogická specifika edukace a aktivizace seniorů. 2. doplněné a rozšířené vydání. Praha: Česká andragogická společnost, 2017. ISBN 978-80-905460-7-3.
• WEHNER, Lore. Smyslová aktivizace v péči o seniory a s klienty s demencí. Praha: Grada Publishing, ISBN: 978-80-247-4423-0.

Assessment methods

Student requirements: written elaboration and creation of their own methodology of the engagement of multi-sensory environment into working with the elderly, attendance and active attitude.

Credit (evaluation criteria): 91- 100b. High level of written preparation of methodology for the implementation of activities of the multi-sensory Snoezelen room, including the record of methodical procedure, organization of systematic preparation including utilities and technology and steps or processes, entrance diagnosis of a person or assessment of a groups. The implementation part contains continuous reflection, fulfilment of the purposes and objectives with respect to the application of didactic principles of work in the multi-sensory room. 81- 90b. High to intermediate level of written preparation of methodology still constitutes a complex whole, however, there are a number of theoretical, systematic or structural errors, inconsistent level of reflecting statements by the student, aimed at the implementation of didactic principles in the multi-sensory room. 71- 80b. Intermediate level of written preparation of methodology. Understanding of the need of the application of acquired knowledge, implementation of the entire record does not form a complex whole, it is not structured in a logical sequence. Implementation part without continuous reflection and without fulfilment of the objectives and intention of the thesis, methodical process with low respect to didactic principles of work. 61- 70b. Intermediate to a low level of written preparation of methodology. Understanding the basic methodological steps in the implementation of activities of the multi-sensory room. Implementation part has some wrongly constructed structure and lacks clear methodological steps. It focuses only on certain aspects of written work, methodological approach is not based on the foundations of human diagnostics, lacks a comprehensive view of the issue. 51- 60b. Low level of written preparation. Very little understanding of the basic principles of the methodology of work in the multi-sensory room for specific individuals. Students do not approach the thesis goal succinctly, select unsystematically and without a comprehensive plan and goals of the technique, equipment and environment, they cannot properly grasp and methodically process the topic, they have no relationship to didactic principles of work and individual diagnostics. 0- 50b. Methodology of the preparation for work in the multi-sensory room in written form is not delivered at the deadline. The content does not fulfil a consistent level of text, the student has not demonstrated an understanding of the topic and presentation of the specific methodology implemented in the mulsti-sensory Snoezelen room.

Language of instruction

Czech

Further Comments

Study Materials
The course can also be completed outside the examination period.

• Enrolment Statistics (Winter 2023, recent)
  
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