PV24TP084 Psychologie ve školní praxi

Faculty of Public Policies in Opava
Winter 2025
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Radim Badošek, Ph.D. (lecturer)
Guaranteed by
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.
Timetable
Wed 16:25–17:10 C208
  • Timetable of Seminar Groups:
PV24TP084/A: Wed 17:15–18:00 C208, R. Badošek
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 23 student(s).
Current registration and enrolment status: enrolled: 21/23, only registered: 0/23
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to provide students with a theoretical and practical understanding of current psychological issues in the school environment. It focuses on areas such as school stressors, challenging situations, students' mental health, challenging behavior, the influence of digital media, bullying, and gender diversity. The course develops students' ability to understand students in difficult life situations and respond effectively to them within the school environment.
Learning outcomes
Students will acquire and demonstrate knowledge of the role and competencies of a social pedagogue in a school environment and understand the possibilities of interdisciplinary cooperation with other professionals, such as school psychologists or special educators. They will be able to describe the context of stress in children, distinguish between school stressors, and explain the differences in the perception of stress between children and adults. They will demonstrate knowledge of phenomena (BCS, CAN), the development of the concept of adverse childhood experiences (ACE), and understand their possible impact on child development and education. They will gain an overview of the types of challenging behavior in students, their causes and interpretations, and become familiar with various approaches to addressing these behaviors in a school context. Demonstrate knowledge of self-harm and suicidal behavior. Become familiar with the characteristics of common diagnoses in school-age children (e.g., ADHD, ASD, bipolar disorder), their etiology, basic diagnosis, and options for supporting the child. They will understand the dynamics of bullying and aggression in the school environment, including prevention, intervention, the role of witnesses, and the developmental patterns of aggression. They will gain an overview of the impact of digital media on students' mental health, particularly in the areas of addiction, social comparison, and the impact on attention and self-esteem. They will be familiar with issues of gender identity and sexual diversity in the school environment with LGBT+ students. They will learn about the concept of school climate and ways to prevent burnout among teaching staff.
Syllabus
1. School psychology and professional roles – the roles of teachers, assistants, psychologists, special educators; boundaries of competence; cooperation with counseling institutions 2. Stress and its effects in the school environment – neurobiological connections of stress; school stressors; stress in children and adults; manifestations of somatization 3. Stress management strategies and mental hygiene - relaxation techniques, mindfulness, positive affirmations, calming techniques 4. Introduction to trauma, trauma-informed approach - what is trauma, types of trauma, acute vs. complex trauma; principles of a trauma-sensitive school 5. Child victimization – development of BCS, CAN, ACE issues; impacts on development and education; prevention and intervention options 6. Aggression and bullying in the school environment – bullying, cyberbullying, peer violence, social isolation; prevention and intervention 7. Challenging student behavior – behavioral vs. relational interpretation; manifestations and causes; situational and personality factors 8. Neurodevelopmental and adaptive disorders – ADHD, ADD, ASD, bipolar disorder, highly sensitive children; diagnosis, communication 9. Mental health and risky behavior – self-harm, suicidal behavior, psychological pain, cries for help, the Werther effect 10. Digital media and mental well-being - social comparison, doomscrolling, FOMO, impacts on self-esteem, attention, and learning 11. Gender, sexuality, and diversity in school - gender identity, transgender, LGBT+ students; safe and inclusive environment 12. Culture of school safety and burnout prevention - school climate, teacher-student relationships, climate measurement tools, teacher burnout prevention 13. School-family cooperation - communication with parents, family background issues, inappropriate school approach, student motivation
Literature
    required literature
  • SVOBODA, Jan. Agrese a agresivita v předškolním a mladším školním věku. Vyd. 1. Praha: Portál, 2014. 164 s. ISBN 978-80-262-0603-3.
  • WINNETTE, Petra. Co to je ACE?: adverzní dětské zkušenosti (Adverse Childhood Experiences) a jejich vliv na sociální chování, psychické a celkové zdraví během života...Dostupné z: https://www.natama.cz/userfiles/page/309/b85d7ad85d0728f27c72b13565dacc94
  • ŘÍČAN, Pavel - JANOŠOVÁ, Pavlína. Jak na šikanu. Vyd. 1. Praha : Grada, 2010. Pro rodiče. ISBN 978-80-247-2991-6.
  • SPITZER, Manfred. Digitální demence: jak připravujeme sami sebe a naše děti o rozum. Brno: Host, 2014. ISBN 978-80-7294-872-7. info
  • SMETÁČKOVÁ, Irena a Kateřina MACHOVCOVÁ. Výzkum OUT: LGBT+ studující a témata ve školách. Praha: Pedagogická fakulta Univerzity Karlovy, 2022. Dostupné z: https://kps.pedf.cuni.cz/wp-content/uploads/2022/08/Vyzkumna_zprava_OUT_2022.pdf
    recommended literature
  • ORLOFF, Judith. 2018. Průvodce pro vysoce citlivé lidi: jak prožít šťastnější a vyrovnanější život. Praha: Grada. ISBN 978-80-271-0776-6
  • SUCHÝ, Adam a Alena VERNEROVÁ. Transgender. 1. vydání. Brno: Jota, 2024. 247 s. ISBN 978-80-7689-468-6.
  • KOLÁŘ, Michal. Nová cesta k léčbě šikany. Praha: Portál, 2011. ISBN 978-80-7367-871-5.
Teaching methods
Monologue, dialogue, discussion
Assessment methods
A written exam testing knowledge of psychology issues focused on school practice. Students draw their knowledge from lectures and professional literature. Activity in seminars. Maximum two absences.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
  • Enrolment Statistics (recent)
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