SubjectsSubjects(version: 964)
Course, academic year 2024/2025
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Prevention of Violence and Bullying in Schools - OPNZ1P006B
Title: Prevence školního násilí a šikanování
Guaranteed by: Katedra pedagogiky (41-KPG)
Faculty: Faculty of Education
Actual: from 2024 to 2024
Semester: winter
E-Credits: 2
Examination process: winter s.:
Hours per week, examination: winter s.:0/1, C [HT]
Extent per academic year: 0 [hours]
Capacity: unknown / 55 (unknown)
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Teaching methods: full-time
Note: course can be enrolled in outside the study plan
enabled for web enrollment
priority enrollment if the course is part of the study plan
Guarantor: prof. PaedDr. Stanislav Bendl, Ph.D.
PhDr. Magdalena Richterová, Ph.D.
Teacher(s): PhDr. Magdalena Richterová, Ph.D.
Pre-requisite : OPNZ1P001A
Annotation -
TThe course is based on the current reality of our schools and educational institutions and emphasizes the practices that teachers can apply in their daily practice. Attention is paid to the essential theoretical issues of violence and bullying with emphasis on the causes of their existence in children's groups. Specific methods of prevention and strategies for dealing with bullying are discussed in detail, as well as the reasons for the failure of preventive and repressive procedures. Issues are also targeted for orientation in the field of institutional forms of assistance.
Last update: Richterová Magdalena, PhDr., Ph.D. (10.09.2024)
Aim of the course -

Course Objectives:

  1. The learner will characterize the possible causes of violence and bullying in children's groups.
  2. The student will analyze model situations, demonstrate knowledge of strategies for detecting bullying, and propose an appropriate course of action to address bullying in children's groups. Recognize and describe the risks of impact on the main actors of bullying and the whole collective.
  3. Demonstrate knowledge of prevention strategies and institutional forms of support.

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Last update: Richterová Magdalena, PhDr., Ph.D. (10.09.2024)
Descriptors - Czech
Celková časová zátěž studenta 60
Odpovídající množství kreditů 2
Přidělené kredity 2
Zakončení Z
Přímá výuka
Přednášky:
Cvičení: 12 hodin
Praxe:
Příprava na výuku
Doba očekávané přípravy na 1 hodinu přednášky t
Doba očekávané přípravy na 1 hodinu cvičení 30 minut
Doba očekávané přípravy na 1 hodinu praxe
Samostudium literatury (za semestr) 10 hodin
Práce se studijními materiály (za semestr) 10 hodin
Plnění průběžných úkolů (za semestr)  
Plnění předmětu  
Seminární práce
Příprava na zápočet 12 hodin
Příprava na zkoušku a zkouška
V rámci nepřímé výuky se budou studenti věnovat řízenému samostudiu doporučené literatury a vybraných pasáží povinné literatury, které bude na seminářích reflektováno. Dále budou pracovat se studijními materiály umístěnými v LMS Moodle.

 

Last update: Richterová Magdalena, PhDr., Ph.D. (10.09.2024)
Course completion requirements -

Credit requirements:

active participation in seminars (75%)
according to the instructions given in Moodle, analyze, assess and propose a solution to a case of bullying. The development of the case study verifies completion of the course learning outcomes with emphasis on professional reasoning skills.

The student has 3 attempts to pass the credit, 2 of which are remedial.

Last update: Richterová Magdalena, PhDr., Ph.D. (10.09.2024)
Literature - Czech


BOURCET, S.; GRAVILLONOVÁ, I.(2006). Šikana ve škole, na ulici, doma. Praha: Albatros.

BENDL, S. (2003). Prevence a řešení šikany ve škole. Praha: ISV.

ČÁP, J.; MAREŠ, J. (2001).  Psychologie pro učitele. Praha: Portál.

JANOŠOVÁ, P. Psychologie školní šikany.(2016).  Praha: Grada.

KOLÁŔ, M. (2011). Nová cesta k léčbě šikany. Praha: Portál.

KYRIACOU, CH. (2005).  Řešení výchovných problémů ve škole. Praha: Portál.

MATOUŠEK, O.; KROFTOVÁ, A. (2003). Mládež a delikvence. Praha: Portál.

RICHTEROVÁ, Magdalena, Michal ZVÍROTSKÝ a Stanislav BENDL. Šikana v otázkách a odpovědích. Praha: Pedagogická fakulta, Univerzita Karlova, 2022. 

SPURNÝ, J. (1996). Psychologie násilí. Praha: Eurounion.

WEBSTER-DOYLE, T. (2005).  Proč mě pořád někdo šikanuje? Praha: Pragma.

ZVÍROTSKÝ, Michal, Stanislav BENDL a Magdalena RICHTEROVÁ. Příběh školní šikany: učebnice pro pedagogické pracovníky. Praha: Univerzita Karlova, nakladatelství Karolinum, 2021.

Last update: Battistová Eva, PaedDr. (17.01.2024)
Syllabus -

1. Basic terminology, study literature and other sources of information.

2. Violence and bullying in children's groups - the situation in the Czech Republic.

3. Causes of delinquent behaviour of children and youth.

4. Legislative and methodological measures for the prevention and solution of school bullying.

5. Typical situations of school bullying, case studies.

6. Psychology of the bully and the bullied.

7. Specific and non-specific prevention of violence and bullying.

8. Detection and diagnosis of violence and bullying.

9. Methods of intervention when bullying is detected.

10. Professional teamwork in preventing and addressing bullying.

 

Last update: Richterová Magdalena, PhDr., Ph.D. (07.12.2023)
Learning resources - Czech

https://dl1.cuni.cz/course/view.php?id=16321

Last update: Richterová Magdalena, PhDr., Ph.D. (14.10.2024)
Learning outcomes -

Diagnostics and solution options

Learner

uses an example to differentiate between bullying and other risky behaviours,
proposes options for dealing with bullying in a children's group, argues the choice of a course of action,
compares the differences in the procedure for clarifying bullying in its different stages.


Competence to deal with bullying in the school environment

learner

specifies the possibilities and limits of intervention in dealing with bullying for teachers, school counselling centres and other institutions,
proposes and describes a procedure for dealing with a classroom in which bullying has occurred,
proposes and argues a procedure for dealing with bullying with the legal representatives of the bullied, the bully and the whole class collective.
The area of prevention

learners

explains and justifies the need to prevent violence and bullying (not only in the school environment),
Argues the process of forming a crisis plan to address bullying in school.

Last update: Richterová Magdalena, PhDr., Ph.D. (10.09.2024)
 
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