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Tak jako při standardní konzumaci jídla sáhneme po vidličce a noži, v diskursu zážitkové pedagogiky se neobejdeme bez uchopení pojmu reflexe. Přestože se můžeme setkat s častými rozličnostmi, které pramení mnohdy z přílišného skloňování tohoto pojmu jednotlivými paradigmaty či odborníky, je klíčové pro naše účely alespoň ohraničit reflexi jako nutnou součást procesu učení (srov. Gass, 1993), v širším rámci vymezení pak jako podmínku pro spokojený život (osobnostní a profesní rozměr jedince). V následujících řádcích textu pojednáme o reflexi v kontextu poznávání, vědění a jednání. Nezůstaneme však pouze v teoretických východiscích, ale svoje ohnisko zájmu přesuneme i do aplikační roviny. Zprvu se pokusíme rozvinout debatu nad reflexí pomocí lidového rčení Chybami se člověk učí. Jak přesně takový proces učení probíhá? Jak se naše zážitky transformují do zkušeností? Dovolíme si v tomto okamžiku hledat odpovědi pomocí metaforického jazyka.
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Hra je po staletí vnímána jako významná součást společnosti. Lidstvo je vývojově vázáno na pozici hry, hra zasahuje do četných oblastí lidské činnosti. Při hře lze pociťovat jistý stupeň uvolnění či radosti, který umožňuje jedinci jistou míru spontánního projevu. Dosavadní výzkum je natolik rozvětvený, že nelze striktně určit jednotnou definici hry, která by zaštítila všechny její vlastnosti. Hra je vnímána z mnoha hledisek, která se do jisté míry prolínají. Kromě kulturních, vývojových ale i filozofických vazeb jsou více než důležité terapeutické aspekty hry. Mnohé teorie vnímají hru jako symbolickou komunikaci, v níž jsou obsaženy problémy jedince a ten skrze terapii hrou zpracovává pocity a doposud nepojmenované problémy (Rezková a Kokešová Kleinová, 2012). Smyčka strastí, do které se vlivem psychické nemoci můžeme dostat, vychyluje naši psychickou rovnováhu a narušuje běžný život.
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The new career charter of the teaching profession in the Czech Republic will be implemented from September 2017. The paper describes the portfolio as a tool for professional and personal growth of the teacher, but also as a source for the evaluation of teaching work. The authors point out possible risks in the processing of the portfolio. The features and goals of the portfolio are further characterized in the text. The authors present the individual phases of the portfolio and describe how it is possible to work with the material included in the portfolio. Systematically arranged material in the portfolio should help the teacher to better present his work. The teacher will be able to return back to his / her present activities in his / her portfolio. The portfolio should not only be about the knowledge and skills, but also the developing attitudes of the teacher. An example of pedagogical practice is the possibility of presenting the teacher’s work. This is mainly about the inclusion of examples of typological or extraordinary practices in the portfolio.
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Přestože kariérová adaptabilita byla a je hojně zkoumaným konstruktem, pouze nepatrná část výzkumů byla zaměřena na identifikaci změn kariérové adaptability v průběhu času (např. Hirschi, 2009; Negru-Subtirica et al., 2015; Zacher, 2014b, 2015). V tomto ohledu tedy chceme dosavadní poznatky rozšířit a zajímá nás, zdali u žáků odborného vzdělávání dochází po odchodu ze střední školy ke změnám v úrovni celkové kariérové adaptability, dimenzích kariérového zájmu, kontroly, zvídavosti a sebedůvěry, a zdali se dimenze kariérové adaptability proměňují společně nebo jsou mezi nimi rozdíly. Kromě toho chceme zjistit, jestli se případné proměny kariérové adaptability liší u respondentů s různými sociodemografickými, školními a profesními charakteristikami (srov. Johnston et al., 2016). Všechna tato zjištění sumarizujeme v této kapitole.
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Sebehodnocení (self-esteem) jako psychologický konstrukt je předmětem zájmu velkého množství výzkumů. Na obecné úrovni sebehodnocení představuje celkový vztah k sobě či vědomí vlastní hodnoty (Coopersmith, 1967; Rosenberg, 1979). Sebehodnocení tedy vyjadřuje celkový pocit ze sebe sama (Macek, 2008) a ve zjednodušené podobě jej lze považovat za převážně emoční aspekt vztahu k sobě. Zatímco lidé s vyšším sebehodnocením věří ve své schopnosti a druhými se cítí být akceptováni a respektováni, ti s nižším sebehodnocením se vnímají jako nedostateční, mají tendenci se podceňovat nebo mohou mít strach se projevit (Coopersmith, 1967; Harter, 1999; Rosenberg, 1979).
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V této kapitole se zaměřujeme na životní spokojenost mladých dospělých v době po absolvování středního odborného vzdělávání, neboť je považována za významný indikátor příznivého psychologického a sociálního vývoje člověka (Gilman & Huebner, 2006; Kong & You, 2013). Životní spokojenost je kognitivní složkou subjektivní pohody a vypovídá o tom, jak jedinec hodnotí svůj vlastní život s ohledem na individuálně stanovená hodnoticí kritéria (Diener & Diener, 1995; Pavot & Diener, 2008). Předchozí výzkumy přinesly jasné důkazy o tom, že pozitivní hodnocení vlastního života se může příznivě promítnout do celé řady oblastí. Lidé, kteří jsou se svým životem spokojenější, vykazují lepší fyzické a duševní zdraví, mají méně emočních problémů, mají lepší mezilidské vztahy a od svého sociálního okolí získávají více podpory, zatímco nízká životní spokojenost je spojována s patologickým a rizikovým chováním (Gilman & Huebner, 2006; Shaw & Gupta, 2001; Suldo & Huebner, 2006; Sun & Shek, 2013). Životní spokojenost tedy může pomáhat vytvářet bariéru negativnímu chování v podobě diskriminace, obtěžování, šikany, násilí, zneužívání návykových látek, rizikového sexuálního chování nebo problémového užívání internetu (Proctor et al., 2009).
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Segment středního odborného vzdělávání je typický tím, že absolventi získávají po jeho úspěšném ukončení odbornou kvalifikaci pro výkon profese a část z nich vstupuje přímo na trh práce. Dříve či později vstupují na trh práce i ti, kterým se z nejrůznějších důvodů nepodařilo na konci studia složit závěrečné zkoušky nebo maturitu, a promítají se do statistik předčasně odcházejících ze vzdělávání. Ti všichni tvoří téměř polovinu našeho výzkumného vzorku a ocitají se v centru naší pozornosti v této kapitole.
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The contribution deals with the subjects for the educational branch “Human and Health” (body care, self-concept and physical self, physical activities, eating habits in “Health education”). The research aim was to compare knowledge of basic school pupils in experimental group (53 pupils) and control group (54 pupils) according to attending different teaching models. Researchers prepared the set of didactic manuals (according to entrance pupil’s answers in the questionnaire). The practical application of these didactic manuals ran the half of a year in 2 ninths experimental classes of primary school. The output knowledge were verified through the final questionnaire survey and compared with the knowledge of pupils from two control classes of the ninth grade. The results show significant better knowledge in the experimental group after regular lessons of Health education in comparison to the knowledge of the control group after introducing the health topics in other subjects (the old teaching model).
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The aim of the article is to defend the thesis that the worked through failure affects the development of a person through getting to know oneself and exploring the knowledge in the area where it is insufficient. The article states that failure is unavoidable, therefore from childhood a person should be taught to perceive it as a natural phenomenon. It is worth teaching children to see failure as a positive phenomenon as well, not just a negative one. When teaching children and young people, one should ensure the child’s development by adapting the methods of work to the student’s abilities and talents. A teacher, teaching children and youth to accept failure, should implement various educational methods. The contemporary model of working with children and youth offered by professional literature, presents a way of working with gifted students and students with educational problems. Methods of working with an average student are not developed. Besides, the model of working with a student is designed to result in his/her success. These studies suggest that failure is only a negative phenomenon, and that success is a positive one. The article also highlights learning from failure, which teaches coping skills for adult life.
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This paper focuses on the figurativeness of the language of mystical experience in the context of Jung’s theory of collective unconsciousness. It analyses the autobiographical work of St. Teresa of Ávila and tries to identify images that mirror the archetype of the whole, or the Jungian Self (das Selbst). The main objective of the paper is to reveal the life-giving potential and spontaneous nature of symbols created by the unconscious and to highlight their scope and importance in human life.
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Subjektivně zabarvený popis neboli líčení je slohový útvar, který umožňuje každému žákovi projevit tvořivý přístup. Předpokladem úspěchu je však schopnost učitele otevřít žákům prostor pro jejich vlastní myšlení, průzkum toho, co pozorují, a pro fantazii. U tohoto tématu je velkou výhodou, je-li učitel schopen sugestivního přednesu, takového podání příkladových textů, které je citově působivé, strhující.
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The Brno Quality of Life Longitudinal Study of Paediatric Oncology Patients (QOLOP, N = 225) is a prospective longitudinal study of the quality of life of children and adolescents after treatment of pediatric cancer, which was started in 2006. This paper summarizes the main results of the second stage of this study. Three studies that dealt with longitudinal trends in quality of life, changes in the level of depressive symptoms and predictors of posttraumatic stress and posttraumatic growth, showed that more important than objective medical data (type of diagnosis, severity of late effects) are personality characteristics (negative emotionality) and parenting factors, i.e. factors that are not primarily related to the disease and can be suitably influenced.
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The aim of the contribution is analysis and comparison of the attachment in adolescent girls suffering with eating disorders (PPP) and in the non-clinical sample. The research sample consisted of 25 adolescent girls diagnosed with eating disorders and 80 adolescent girls from non- clinical group. Using SCOFF questionnaire (to detect anorexia nervosa and bulimia nervosa) we divided non- clinical group into two parts- 40 adolescent girls with susceptibility to eating disorders and 40 adolescent girls without any susceptibility. To measure attachment we used s-E.M.B.U. questionnaire, which measures remembered parental behaviour in three subscales – rejection, emotional warmth and over control. Using one- factor analysis we found out, that between adolescents with PPP, identified susceptibility to PPP and without PPP are statistically significant differences in all dimensions of remembered parental behaviour mother and father except rejection of mother.
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Introduction: Comparison of self-assessment with evaluation by another person is essential not only for assesment of the validity of personality inventories, but also has a practical meaning in diagnostics. Temperament and Character Inventory (TCI-R) is frequently used in research to measure personality traits, but there have been no studies which investigated the relationship of self-other assessment for this multidimensional inventory. Methods: Temperament and Character Inventory (TCI-R) was completed by 80 participants (Age: M=25, SD=5,3). Participants were also evaluated by their parents (Age: M=50, SD=6,3). Results: We found moderate to very high degree of agreement between an assessment of yourself and an assessment of a close person (parent). The highest agreement was found for the Novelty-Seeking and lowest for Self-Directedness. Overall, higher compliance rates were found for temperament than character traits. We have also found some significant differences in the degree of self-other report on some facets of the main dimensions; for several of them, we also found statistically significant differences in the average scores of the facets. Discussion: The results are discussed in the context of usability TCI-R as a method for evaluating by other person. We also discuss the finding that when assessors (parents) rated below average, especially generally desirable properties such as Self-Directedness and Cooperation. Conclusions: TCI-R can be used as a method of assessment of the other person, with the risk that some personality manifestations are more difficult to assess by external informant, but with an expected benefit even-handed assessment of some (mainly character) features another person, which is needed to evaluate in future.
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The aim of the study is to compare personality characteristics and coping strategies in patients with inflammatory bowel diseases (IBD) - Crohn’s disease (CD) and ulcerative colitis (UC) in the background of physiological theories of stress, psychoneuroimunology and psychoneuroendocrinology. The main hypotheses were that patients with IBD score higher in neuroticism and conscientiousness, use more negative coping strategies and consequently suffer from more stress. A group of 25 IBD patients was investigated and compared to 25 respondents without the disease. The used questionnaires were NEO-FFI, SVF 78 and Stress Profile. The results of parametric t-tests and non-parametric Mann Whitney U tests confirmed that patients with active disease and in remission as well scored higher in neuroticism and used more negative coping strategies (specifically in Resignation and Self-accusation). At all the patients the neuroticism correlates with using negative coping strategies (ρ=0,692; p<0,001), but not at the group of non-patients. Relapsed patients suffer from stress more than non-patients.
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This study focuses on the investigation of the students' negative and positive identification with characters of fairy-tales and the identification that stems from the following types of open questions: If you could be a fairy-tale character, who would you choose to be? This question is a part of the study conducted in2005-2006. The study examines how the age-specific characteristics of students manifest in these identifications, what are the similarities and the differences based on different regions and whether there are similarities between the frequency dictionary of the 10-11 years old students' writing vocabulary or not.
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The paper is focused on current problem of Internet use and presents the research result of the problematic internet use. In our research was shown that selfregulation and depression have relation to problematic internet use among secondary school students and also university students. A significant difference was found in subscales of Problematic internet use (Negative outcomes, Mood regulation). The paper is part of realized project focused on research of risky behavior in cyberspace. Attention was also focused on defensive strategies against some forms of risk behavior in cyberspace which students selected as the best. It´s was shown that the most preference strategy was designed "tell it to parents" and the worst strategy was designed "do nothing, it will gone".
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It has been documented that stressful and anxiety-inducing conditions have detrimental effects on cognitive flexibility during problem solving. This effect is typically attributed to either enhanced sympathetic arousal or possible cognitive interference, both representing a common component of stress response and anxiety state. The present study investigates the impact of experimentally-induced emotional states (anxiety state specifically) on the ability to solve ill-defined verbal problems that require cognitive flexibility (remote associates test). As hypothesized, the group in negative-affect condition showed inferior problem solving ability when compared to the group under positive treatment. Additionally, state anxiety was moderately and inversely associated with post-test cognitive flexibility score while this association remained stable after the pre-test scores (both anxiety and cognitive flexibility) were corrected for. Subsequent mediation analysis yielded evidence that the observed impairment of cognitive flexibility is mediated by the level of post-treatment state anxiety. Therefore, anxiety state may be a crucial parameter responsible for cognitive inflexibility during problem solving.
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The paper deals with the topic of alcoholic behavior and its influencing factors. Personal, family and situation-motivational factors we examine in the population of college students and analyze them in the context of the occurrence (or non-occurence) of regular drinking. To obtain the data the questionnaires were used: NEOFFI (Ruisel, & Halama) (neuroticism, extraversion), The questionnaire of education style in the family (Čáp, & Boshek) and original Questionnaire of situation-motivational alcohol behavior factors (Rojková, 2010). The aim is to determine whether neuroticism, extraversion, education style in the family or alcohol behavior in the family and dependence in the family relate to the incidence of regular drinking among college students. Further we investigate the links between extraversion, neuroticizmom and situation-motivational faktors of regular drinking "influence of group" and "escape from problems".
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