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Manifestations of High - Risk and Problematic Behaviour in School Praktice
ŽALOUDKOVÁ, Lucie
This bachelor thesis occupies theme of the Expressions of risk and disputable behavior in the school real-life. The theoretical part is consisted of five chapters to define risk and disputable behavior, description of individual selected behavior expressions in the school real-life, specification of school surrounding together with activity´s descriptions of individual workers operating at this school and in this field. In the theoretical part´s conclusion I describe the primary prevention and the significance and the practical utilization of the Individual educative plan. In the practical part of the bachelor thesis I used the qualitative type of research the half-structure technique done with educational consultants at the selected schools. The first aim of the bachelor thesis was find out what forms of cooperation with family and school care about the pupils (on which the risk behavior express) are used at the selected schools. The next aim was to find out whether is implemented the Individual educative plan by the pupils with risk behavior. I stood the research questions to find out what forms of cooperation with family are used by the prevention´s school team and how effectively is used the Individual educative plan in the frame of solution the pupils´ risk behavior. I contacted fifteen primary schools from South Bohemia Region, Vysočina Region and South Moravian Region to interviewed them. Only six primary schools responded to my request, three of them were from statutory cities and three of them were from small cities approximately the same size. The interviews were conducted with educational consultants of each school and they were focused at the cooperation between school and legal representatives. Furthermore in those interviews I focused at the issue of implementation the Individual educative plan and at the experiences gained during its realization. I found out by made research that mutual cooperation and dialogue between school and legal representatives is held only thorough basic communication tools. The respondents also mentioned these communication tools for their need as sufficient. Despite that from gained entries is obvious that the schools engaging insufficiently legal representatives into preventive strategies and school activities. I got the impression from the responses of the educational consultants, their responses are rather the cooperation system should work than it truly works in school reality. In view of this fact I decided to verify the interviews results by two chosen schools (small and big town) with additional interviews with professionals from OSPOD (Authority for the social and legal protection of children) and NZDM (Low-threshold treatment for children and youth) who have experiences with the problematic pupils chosen school. They confirmed, the legal representatives are not sufficient informed about the possibility prevention of risk behavior from position as a parent/legal representative. This shortage come from insufficient quantity of the contacts e.g. discussions or lectures for legal representatives organized by school. For the lack of information of legal representatives arise in family environment another troubles which have impact in school environment. They use the school´s Individual behavior plan only sporadic, saying they act the same way but without unnecessary paperwork and formalities. During implementation the Individual behavior plan is important to specify if there is another possibility to solve educational problem and if all copartners are able to cooperate together. If not, even the best prepared Individual behavior plan will not have effect. The results of my research should be used as a source for work with risky pupil´s group for both school prevent team and others teachers, mostly for class teachers confronted normally first with risky pupil's behavior.
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