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Classroom environment and ways of psychological intervention
Coufalová, Lenka ; Gillernová, Ilona (advisor) ; Mertin, Václav (referee)
This diploma thesis focuses on classroom environment and the possibilities of psychological intervention. The theoretical part deals with three main topics: classroom as a small social group, classroom environment and the possibilities of psychological intervention in such an environment. It describes the functioning of a classroom as a small social group, the principles of its development and relevant diagnostic methods. Classroom environment is defined by the components it is made of and aspects it is influenced by. Further on, the topic of positive classroom environment and its impact on the effectiveness of the instruction and the development of the personality of the pupils are discussed. The last topic outlines the possibilities of psychological intervention from the teacher's and school psychologist's points of view. The empirical part presents the outcomes of a research carried out in nine grammar school classrooms in order to analyse their environment - first-year students in comparison with fifth-year students. A set of three methods, two questionnaires and one graphic method, were used in the research. The results have shown corresponding tendencies in the environment of groups functioning on a long-term basis and newly-formed ones. Psychological intervention in the environment of selected...
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A function of social and legal protection solving delinquent and hazardous behaviour of juvenile population in educator´s practise in the view of health educational intervention in Prague
WDOWYCZYNOVÁ, Zdeňka
The aim of this diploma thesis is to describe the role of the Children´s socio-legal protection authority in dealing with risk behavior of children and youth and to analyze methods and instruments used by this authority to maximize the effectiveness of interventions, which should eliminate the risk behavior of children that negatively influences their personality development. The thesis also mentions the legislative regulation, which represents the base for socio-legal protection. In the theoretical part personality factors as well as impacts of family, school and social surroundings, which contribute to the creation and continuation of risk behavior, are analyzed. The thesis then focuses on the problem of truancy, which belongs to types of risk behavior. In the practical part the thesis presents, what curators for children and youth claim about their cooperation with schools in solving children's truancy during compulsory school attendance, which family and school factors they find risky and whether they consider current legal and methodical setting to be sufficient. At the end, the thesis deduces from results implications and recommendations for education staff in schools, i.e. class teachers, workers in education counselling and school directors, to prevent (or at least to minimize) truancy and emphasizes the possibility to cooperate with authorities of children´s socio-legal protection, which can be established already, when the first signals of absenteeism occur or in case of other educational problems, mainly poor interaction with children's parents.
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