OBSAH 3/2007 I. STRNADOVÁ: Stresové a resilientní činitele v kontextu kvality života rodin dětí s mentálním postižením E. KARAFFOVÁ: Stratégie zvládania u dospievajúcich s telesným postihnutím
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PSYCHOLÓGIA A VÝCHOVNO-VZDELÁVACÍ PROCES Š. PORTEŠOVÁ - M. BUDÍKOVÁ - H. KOUTKOVÁ: Postoje českých učitelů ke vzdělávání rozumově nadaných žáků
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METODIKY A KONZULTÁCIE J. S. NOVOTNÝ: Specifické možnosti výuky dětí s fetálním alkoholovým syndromem Z. MAKOVSKÁ: Aspergerův syndrom: základní charakteristika s kasuistikou
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KRÁTKE INFORMÁCIE S. JANOUŠEK - Z. ZVADOVÁ: Prevence dětských dopravních úrazů na 1. stupni ZŠ
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SPRÁVY Špecialisti o vzdelávaní a starostlivosti o sluchovo postihnuté deti a mládež (L. KROČANOVÁ)
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RECENZIE HATÁR, C: Agresia žiakov očami sociálneho pedagóga (M. HUPKOVÁ)
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Psychológia a patopsychológia dieťaťa, 42, 2007, č. 3, s. 191-213. STRESOVÉ A RESILIENTNÍ ČINITELE V KONTEXTU KVALITY ŽIVOTA RODIN DĚTÍ S MENTÁLNÍM POSTIŽENÍM IVA STRNADOVÁ Psychiatrické centrum Praha (PCP), ČR STRESSFUL AND RESILIENT FACTORS IN THE CONTEXT OF QUALITY OF LIFE IN FAMILIES WITH CHILDREN WITH INTELLECTUAL DISABILITY Abstract: The article's goal is to inform readers about the result of resilient factor research in families with children with intellectual disability. The group of the research follow-up consisted of 20 families with children at the age of 7 up to 12 years. The qualitative approach - concretely the method of life story was used for the analysis of interviews with parents. Significant stressful factors in the research follow-up group were: cooperation between family and professionals; support from family, friends, and wider neighborhood; level of child's disability; and the socio-economic family status. On the contrary, the relationship between parents, their engagement into society, and the means how they spend their leisure time and how they enjoy their life are factors with the strongest resilient potential. The research results confirmed the presupposition that the identification of particular categories of sources of stress can help to improve the level of support provided to families with children with intellectual disability. Key words: stress, resilient factors, intellectual disability, family, quality of life, qualitative research, method of life story
Psychológia a patopsychológia dieťaťa, 42, 2007, č. 3, s. 214-228. STRATÉGIE ZVLÁDANIA U DOSPIEVAJÚCICH S TELESNÝM POSTIHNUTÍM EVA KARAFFOVÁ Psychologický ústav Akademie věd ČR, Brno COPING STRATEGIES IN ADOLESCENTS WITH PHYSICAL HANDICAP Abstract: The contribution presents the results of mapping of coping strategies preferences in the group of 63 physically handicapped adolescents and 110 adolescents without physical handicap. In comparison with the intact group, the physically handicapped adolescents make use of some less acceptable coping strategies (for example, escape, i.e. avoidance strategies). The observed preferences of looking for understanding and emotional support by adolescent girls indicate the influence of gender on the selection of a certain type of coping strategy. It is recommended to support the adoption of more active and approaching coping strategies by physically handicapped adolescents, specifically for the sake of their healthier lifestyle and prevention of negative consequences of stress. Key words: coping strategies, physical handicap, adolescence, gender influences
Psychológia a patopsychológia dieťaťa, 42, 2007, č. 3, s. 229-251. POSTOJE ČESKÝCH UČITELŮ KE VZDĚLÁVÁNÍ ROZUMOVĚ NADANÝCH ŽÁKŮ ŠÁRKA PORTEŠOVÁ - MARIE BUDÍKOVÁ - HELENA KOUTKOVÁ Institut výzkumu dětí, mládeže a rodiny, Fakulta sociálních studií Masarykovy univerzity, Brno Katedra aplikované matematiky, Přírodovědecká fakulta Masarykovy univerzity, Brno Ústav matematiky a deskriptivní geometrie, Stavební fakulta Vysokého učení technického, Brno ATTITUDES OF CZECH TEACHERS TO EDUCATION OF INTELLECTUALLY GIFTED PUPILS Abstract: The study examines attitudes of teachers to giftedness and education of gifted pupils. It shows that teachers can be divided into two groups (clusters). Those with a positive relationship to giftedness and education of the gifted understand better the significance of giftedness for society and are less encumbered with myths and worries about elitism than teachers with generally negative attitudes to giftedness. Creating a positive attitude to this issue of problems is mostly related to one's own experience with the gifted. The relationship between attitudes and preferred forms of gifted education or a teacher's specialization has not been found. Key words: teachers' attitudes to the gifted, teachers' attitudes to education of the gifted, gifted pupils
Psychológia a patopsychológia dieťaťa, 42, 2007, č. 3, s. 252-259. SPECIFICKÉ MOŽNOSTI VÝUKY DĚTÍ S FETÁLNÍM ALKOHOLOVÝM SYNDROMEM JAN SEBASTIAN NOVOTNÝ Katedra pedagogické a školní psychologie Pedagogické fakulty Ostravské univerzity, Ostrava, ČR SPECIFIC EDUCATION POSSIBILITIES FOR CHILDREN WITH FETAL ALCOHOLIC SYNDROME Abstract: Fetal Alcoholic Syndrome (FAS) represents the body of specific symptoms that can originate in a child the mother of which consumed alcohol during pregnancy. Possibilities of intervention in children with FAS are based upon the timeliest diagnosis. In preschool period, there is a need to secure mostly two things: to let the child with FAS be accepted as it is and then let it learn to live with its handicap as with a natural part of its life. In addition to this, it is necessary to teach the child effective communication and to emphasize that communication is the complex of skills (writing, speaking, facial expression, behavior...). Finally, it is necessary to teach the child (and the pupil later) to make meaningful decisions. During his or her study, it is necessary to cope with few problems that appear in a pupil with FAS. These mostly are: problems with maintaining one's attention, problems with recognizing causes and consequences, problems with adopting social skills, significant memory deficits, problems with mathematical tasks, and other things. Key words: fetal alcohol syndrome, education
Psychológia a patopsychológia dieťaťa, 42, 2007, č. 3, s. 260-271. ASPERGERŮV SYNDROM: ZÁKLADNÍ CHARAKTERISTIKA S KASUISTIKOU ZUZANA MAKOVSKÁ Klinika dětské neurologie LF MU Brno a FN Brno, ČR ASPERGER'S SYNDROME: BASIC CHARACTERISTIC WITH A CASE HISTORY Abstract: Asperger's Syndrome belongs to pervasive developmental disorders or disorders of the autistic spectrum. It is characterized by disharmonic personality development with a prevailing disorder in the area of social interaction and communication. Contrary to child autism, this disorder does not appear to be typical with a substantially disordered development of speech or intelligence. It influences all parts of personality and accompanies a person for all his or her life. In children with Asperger's Syndrome, there is domination of behavior disorders mostly, which arise out of insufficient empathy and inability to understand social behavior. Sharp disharmonies are typical in cognitive and behavioral manifestations. Being occupied by an extreme special interest in something is typical, too, as well as abnormal skills. Asperger's Syndrom is manifested and also happens to be diagnosed later than child autism; its recognition and diagnostics are more complicated. In adolescence and adulthood, it is more frequently confused with other psychiatric diseases. Equally like autism, it also requires a special care and special educational approaches. The study is supplemented by a case history of a boy with Asperger's Syndrome and it documents stumbling blocks in diagnostics and problems arising thereof. Key words: Asperger's Syndrome, disorders of the autistic spectrum, pervasive developmental disorders, neurodevelopmental disorders
Psychológia a patopsychológia dieťaťa, 42, 2007, č. 3, s. 272-283. PREVENCE DĚTSKÝCH DOPRAVNÍCH ÚRAZŮ NA 1. STUPNI ZŠ VÝSLEDKY PILOTNÍ STUDIE PROGRAMU PODPORY ZDRAVÍ
STANISLAV JANOUŠEK - ZUZANA ZVADOVÁ Státní zdravotní ústav, Praha, ČR PREVENTION OF CHILD TRAFFIC ACCIDENTS IN THE 1st DEGREE OF BASIC SCHOOL Abstract: The pilot study was focused on the evaluation of the effect of targeted traffic education of pupils in the 2nd and 3rd grade of basic school. By comparing the results of the initial and the final test of traffic knowledge it was found that there is statistically significant improvement in almost all followed thematic and knowledge areas. The incidence of traffic accident rate was likewise followed at the beginning and end of the followed period; however, during the two months no significant statistical change occurred. The intervention programs the goal of which is to decrease traffic accident rate must be focused on early adoption and on fixation of correct patterns of safe behavior of the pupil in the 1st degree of basic school and on possible correction of risky traffic behavior. Here we face the existence of a visibly fashioned space for the state's pedagogic and institutional role, and for educational traffic policy too. Key words: traffic accidents, younger school age, traffic education
