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Changes in the school preventive program of risky behavior in the period of distance education at selected primary school.
Kučerová Císlerová, Marie ; Richterová, Magdalena (advisor) ; Kočí, Jana (referee)
The diploma thesis "Changes in the school preventive program of risky behavior in the period of distance learning at a selected elementary school" follows up the school preventive program before and during the Covid-19 pandemic. The work is structured in two parts. The first, theoretical part clarifies fundamental terms, such as prevention, prevention program, prevention methodology and others. The second, practical part describes the conducted research, which took place in two steps. First step contains an analysis of the prevention program. Attention is paid mainly to the changes, development, creation process and causes of changes in the given program over the last 3 years. This is followed by an in-depth interview with methodist of prevention. The period of distance learning pointed out some aspects which are leading to changes in the prevention programs at the selected school, but also to a certain unpreparedness in the prevention of risky behavior in a different environment. Changes based on the analysis and the interview are summarized in the final part of the thesis. This study could be a guideline for a formation of a preventive program of risky behavior in the case of distance learning.
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Prevention of high-risk behaviour at school
AMCHOVÁ, Petra
The bachelor's thesis deals with risk behaviour among children in primary schools, prevention of this behaviour, and especially with the role of the school methodist of prevention. The work is divided into two parts, namely the theoretical part and the practical part. The theoretical part is devoted to risk behaviour in general and also to selected types of risk behaviour. Other parts inform about the prevention of risk behaviour, its methods and implementation in primary schools, or lower levels of grammar schools. The bachelor's thesis also focuses on the basic terminology of prevention methodology, both school and, for example, district or regional methodist of prevention or the methodist of prevention in pedagogical-psychological counselling service. The last chapter deals with school counselling workplaces and their division. The practical part of the bachelor's thesis deals with the analysis of interviews with the methodists of prevention, their experience, their subjective point of view at this profession etc. The aim of the work is to focus on issues that relate primarily to conditions under which prevention is implemented in schools.
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The methodology of prevention in primary schools
ČUŘÍNOVÁ, Barbora
The aim of this bachelor thesis is to find out how primary prevention is implemented. What types of risky behaviour do the respondents encounter most often according to their experience. The benefits of prevention programs are shown, but also the weaknesses that the primary prevention system has. The work is divided into practical and theoretical parts. The theoretical part is based on the technical literature. It focuses on the characteristics of the areas of school prevention, its division and the subjects responsible for its implementation. The types of risky behaviour are also discussed, including possible causes, consequences and methods of dealing with them. The practical part is based on a qualitative research method. On the basis of the prevention programmes, interviews and observations carried out, the research questions that are the aim of this work are elaborated and subsequently evaluated.
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School counselling centre and its role at the first and second grade of the elementary shool
Stehlíková, Hana ; Linková, Marie (advisor) ; Mojžíšová, Jarmila (referee)
v anglickém jazyce: The Bachelor thesis is dealing with the functioning of the school counselling centre on the first and second grade of the elementary school. The theoretical part consists of themes as the development of school counselling centres, their aims and the description of the whole counselling system. There is also a description of the work of the particular specialists representing this centre. I search for and examine the pupils' satisfaction or dissatisfaction at school and their problems concerning school and family environment in the empiric part. I focus on the children being able or willing to deal with their problems with these specialists. The question is also if the pupils have sufficient information and knowledge to whom they can turn with their troubles.
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