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Lecturer(s)
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Course content
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- Social standards, their origin and deviations. - Social pathology and deviance in society. - Pathologization and medicinalization. - History of prevention and its types. Primary, secondary and tertiary prevention. - Labeling approach. - Subcultures and countercultures. - The most frequent occurrence of socially pathological phenomena in school. - Primary and secondary deviations. Prevention of crime. - Restless legs syndrome, restless child syndrome (ADHD), depression and deprivation, social exclusion.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming)
- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 12 hours per semester
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| prerequisite |
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| Knowledge |
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| Not specified. |
| Not specified. |
| learning outcomes |
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| recognizes socially pathological phenomena at school, can prevent them and solve them in teamwork with parents and specialists. |
| recognizes socially pathological phenomena at school, can prevent them and solve them in teamwork with parents and specialists. |
| name and describe the most frequently occurring socio-pathological phenomena in school |
| name and describe the most frequently occurring socio-pathological phenomena in school |
| define social norms, their origin and deviations |
| define social norms, their origin and deviations |
| explain the term Labeling approach |
| explain the term Labeling approach |
| to explain the term social pathology |
| to explain the term social pathology |
| Skills |
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| analyze professional texts dealing with socio-pathological phenomena |
| analyze professional texts dealing with socio-pathological phenomena |
| cooperate in a group as part of project work |
| cooperate in a group as part of project work |
| to share their own experiences with socio-pathological phenomena at school |
| to share their own experiences with socio-pathological phenomena at school |
| to propose a solution procedure in the identification of a socio-pathological phenomenon in the classroom |
| to propose a solution procedure in the identification of a socio-pathological phenomenon in the classroom |
| prepare a presentation on a selected topic from the field of social pathology |
| prepare a presentation on a selected topic from the field of social pathology |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Written examination |
| Written examination |
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Recommended literature
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BENDL, S. Prevence a řešení šikany ve škole. Praha : Nakladatelství ISV, 2003.
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ENORTH, R. Průvodce sektami a novými náboženstvími. Praha : Návrat domů, 1995.
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FRANKEL, B., KRANZOVÁ,R. O sebevraždách. Praha : Nakl. Lidové noviny, 1998.
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HRČKA. Sociální deviace. Praha : Slon, 2001.
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KOLAŘ, M. Skrytý svět šikanování. Praha : Portál, 1997.
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KRAUS, B., HRONCOVÁ J. Sociální patologie. Hradec Králové : Gaudeamus, 2010.
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KYRIACOU, Ch. Řešení výchovných problému ve škole. Praha : Portál, 2005.
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ONDREJKOVIČ, P. a kol. Sociálna patológia. Bratislava : VEDA, 2009.
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ONDREJKOVIČ, P., BEDNÁRIK, R. Sociálne ukazovatele a možnosti ich použitia. Pedagogika.sk Slovak Journal for Educatonal Sciences. Roč. 1, 2010.
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ONDREJKOVIČ, P. Globalizácia a individualizácia mládeže. Negatívne stránky.. Bratislava: VEDA, 2002.
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VLČKOVA, M. Týrané dieťa. Bratislava : UK, 2001.
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