„To, že péči matky nikdo nenahradí, je předsudek“
Rozhovor s PhDr. Šárkou Gjuričovou, psycholožkou a rodinnou terapeutkou o variantách rané péče o děti a o důležité možnosti volby mezi nimi. Rozhovor vedla Michaela Marksová-Tominová.
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Rozhovor s PhDr. Šárkou Gjuričovou, psycholožkou a rodinnou terapeutkou o variantách rané péče o děti a o důležité možnosti volby mezi nimi. Rozhovor vedla Michaela Marksová-Tominová.
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(English edition) Ongoing public debates frequently focus on European identity. What sparked off such debates were tremendous global changes after the Cold War, disappearance of two opposing blocs, ethnic conflicts, migrations, sociopolitical crises of liberal societies as well as the mass renouncement of value-based orientations Europe and the whole world had been built on after World War II and defeat of Nazism. People all over the world are now growingly concerned with the issues of statehood, ethnicity and the notion of “being a citizen.” Political manipulation of collective identities badly affects people’s lives and policies on which societies are being built. Many theoreticians are questioning – and with good reason – the very notion of collective identity, ethnic in the first place, as extremely exclusive. The Helsinki Committee for Human Rights in Serbia has launched a series of round tables under the title “Youth in a Post-Truth Era: European Identity and Education.” Participants were intellectuals of younger generations mostly, NGO activists and civil sector representatives, but secondary school and university students too. What we wanted achieve with these open debates – never devoid of controversial arguments – was to give shape to authentic views with impact on practical politics and (in)formal education of the youth. Our researches and experience in communication with young people show that they do care about collective identities, and that their ethnicities and religions are crucial in identity-building. Although they recognize the potential of Euro-integration for, say, better schooling or economic progress, a snail’s pace of the accession process and domestic propaganda make them turn to other international players. Young Serbs are turning to Russia and Putin, Bosniaks to Turkey and Erdogan, while young Hungarians to Serbia’s neighbor in the north and Orban. Revisionism also strongly influences the youth regardless of their ethnicities. They practically always oppose strongly any questioning of patriarchal values and react fiercely to it. Value-based orientations as such are mostly the effects of the spread of fake news and narratives predominant in the media, schools environments and families; the narratives that forced their way into the public sphere in the 1980s, bloomed in the 1990s and are thriving now against the global backdrop. Is the narrative about European identity and education a key to changes and inclusive enough? When I say European identity I am not advocating for Euro-centrism, especially not now when it implies social and economic exclusion of people heading for Europe from various continents and countries, or those outside the European Union. In Balkan countries aspiring to EU membership European identity is used as a political instrument supportive to integration processes. At the same time, it supports the transfer from a one-dimensional, nationalistic and wartime identity to a multi-dimensional, civic one. As it has turned out so far, the issues of class consciousness, socioeconomic justice and the right to education for all will be predominant in the debates to come. We do not intend to impose alternative narratives on the youth but to capacitate them for critical thought; to help them recognize and stand up against social repression and collective identities that have been imposed on them and exclude any “otherness.” Ever since the early 1990s the European Commission has also been focused on the researches of European identity (or identities). The European bureaucracy was interested in it for very practical reasons: the European Commission’s concern with the manner in which different processes of identification with the European Union shape integrative processes and strengthen the sense of solidarity among Europeans. On the eve of the Gothenburg Summit in November 2017 the European Commission issued guidelines for strengthening of the common European identity through education and culture, under the motto “unity in diversity.” The document was meant for the European Parliament, the Council of Europe, the European Socioeconomic Committee and the Committee of Regions. It was motivated by the rise of populism “at home” and beyond the EU, the spread of fake news and manipulation of information networks. Given that the EU administration interferes not into educational systems and culture of its member-states but leaves them to national, regional and local authorities, its role is limited to strengthening of cooperation and support to national projects in these spheres. It realized that education and culture make Europe attractive for learning and working, attractive as a space of freedom and shared values reflected in fundamental rights and an open society. And education as such builds foundations for active citizenship and helps to prevent populism, xenophobia and violent radicalism. Education, along with culture, plays a key role in cross-border meetings and learning about the true meaning of “being a European.” According to an analysis commissioned by the European Commission, joint, cross-border actions such as engagement in social movements or in organizations with shared goals (such as ecologic organizations) can promote the sense for European identity since collective actions are always taking into consideration the “other’s” points of view. How to involve candidates for the membership of the EU in the debate on Europe’s future and identity (identities) is among major issues. Isolated periphery and people’s frustration with accession that is being constantly postponed incite Euroskepticism and passivity of the youth who actually stand for European integration. The publication “European Identity and Education” resulted from a series of discussions and debates organized by the Helsinki Committee. Its introductory section presents one of the essays and political analyses of the international and local context in which Serbia’s youth are being raised: “Democracy, Pluralism and Extremism” by Vladimir Gligorov. The following section presents readers with draft practical politics for those dealing with institutional and informal education of the young. These draft policies, actually suggestions, are about teaching methods that may efficiently develop critical thinking among the youth and their awareness about alternatives. Inter alia, the suggested approaches are meant to motivate young people to get actively involved in building of a democratic society based on pluralism, inter-culturalism, solidarity and socioeconomic rights. Recommendations can be summed up as follows: 1. Strengthening of the idea of active citizenship; 2. Media literacy and development of critical thinking of the youth; and 3. Development and modernization of educational programs and present approaches to education of school children. Drafts of public policies were on the agenda of debates held in Belgrade and Novi Sad with participation of scholars and activists from younger generations mostly, concerned with the issues of identity and education. This publication also presents excerpts from those debates. How possibly could cosmopolitanism, inter-culturalism, anti-fascism and open society be promoted in today’s Serbia but also in Europe where extremism, fear of “otherness,” concerns for the safeguard of one’s own national identity that is allegedly threatened, be on the up and up? This is one of major dilemmas facing us today. Few students have access to informal education that rests on the principles guiding a democratic society. Speaking from experience many participants in debates pointed to the lack in professional staffs involved in educational process. Civic education is being marginalized in elementary and secondary schools. The participants also presented well-thought-out arguments against religious teaching in school curricula. The majority of participants take that strengthening of informal education that would lead towards incorporation of similar contents and methods into the educational system could be a solution to the above-mentioned dilemma. That would be a chance for attracting young people whose interests and ambitions are well beyond the rigid educational system, they argue. Positive experiences of Yugoslavia’s interculturalism and socialism, and the common history and culture can be used as resources for strengthening interculturalism throughout the region. Small steps forward within institutions that depend, above all, on individual activism and courage are another possible approach to resolution. This publication is meant as a contribution to local but also more extensive debate on European identity and new European policies that would cope with today’s challenges by far more efficiently.
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(Serbian edition) Ongoing public debates frequently focus on European identity. What sparked off such debates were tremendous global changes after the Cold War, disappearance of two opposing blocs, ethnic conflicts, migrations, sociopolitical crises of liberal societies as well as the mass renouncement of value-based orientations Europe and the whole world had been built on after World War II and defeat of Nazism. People all over the world are now growingly concerned with the issues of statehood, ethnicity and the notion of “being a citizen.” Political manipulation of collective identities badly affects people’s lives and policies on which societies are being built. Many theoreticians are questioning – and with good reason – the very notion of collective identity, ethnic in the first place, as extremely exclusive. The Helsinki Committee for Human Rights in Serbia has launched a series of round tables under the title “Youth in a Post-Truth Era: European Identity and Education.” Participants were intellectuals of younger generations mostly, NGO activists and civil sector representatives, but secondary school and university students too. What we wanted achieve with these open debates – never devoid of controversial arguments – was to give shape to authentic views with impact on practical politics and (in)formal education of the youth. Our researches and experience in communication with young people show that they do care about collective identities, and that their ethnicities and religions are crucial in identity-building. Although they recognize the potential of Euro-integration for, say, better schooling or economic progress, a snail’s pace of the accession process and domestic propaganda make them turn to other international players. Young Serbs are turning to Russia and Putin, Bosniaks to Turkey and Erdogan, while young Hungarians to Serbia’s neighbor in the north and Orban. Revisionism also strongly influences the youth regardless of their ethnicities. They practically always oppose strongly any questioning of patriarchal values and react fiercely to it. Value-based orientations as such are mostly the effects of the spread of fake news and narratives predominant in the media, schools environments and families; the narratives that forced their way into the public sphere in the 1980s, bloomed in the 1990s and are thriving now against the global backdrop. Is the narrative about European identity and education a key to changes and inclusive enough? When I say European identity I am not advocating for Euro-centrism, especially not now when it implies social and economic exclusion of people heading for Europe from various continents and countries, or those outside the European Union. In Balkan countries aspiring to EU membership European identity is used as a political instrument supportive to integration processes. At the same time, it supports the transfer from a one-dimensional, nationalistic and wartime identity to a multi-dimensional, civic one. As it has turned out so far, the issues of class consciousness, socioeconomic justice and the right to education for all will be predominant in the debates to come. We do not intend to impose alternative narratives on the youth but to capacitate them for critical thought; to help them recognize and stand up against social repression and collective identities that have been imposed on them and exclude any “otherness.” Ever since the early 1990s the European Commission has also been focused on the researches of European identity (or identities). The European bureaucracy was interested in it for very practical reasons: the European Commission’s concern with the manner in which different processes of identification with the European Union shape integrative processes and strengthen the sense of solidarity among Europeans. On the eve of the Gothenburg Summit in November 2017 the European Commission issued guidelines for strengthening of the common European identity through education and culture, under the motto “unity in diversity.” The document was meant for the European Parliament, the Council of Europe, the European Socioeconomic Committee and the Committee of Regions. It was motivated by the rise of populism “at home” and beyond the EU, the spread of fake news and manipulation of information networks. Given that the EU administration interferes not into educational systems and culture of its member-states but leaves them to national, regional and local authorities, its role is limited to strengthening of cooperation and support to national projects in these spheres. It realized that education and culture make Europe attractive for learning and working, attractive as a space of freedom and shared values reflected in fundamental rights and an open society. And education as such builds foundations for active citizenship and helps to prevent populism, xenophobia and violent radicalism. Education, along with culture, plays a key role in cross-border meetings and learning about the true meaning of “being a European.” According to an analysis commissioned by the European Commission, joint, cross-border actions such as engagement in social movements or in organizations with shared goals (such as ecologic organizations) can promote the sense for European identity since collective actions are always taking into consideration the “other’s” points of view. How to involve candidates for the membership of the EU in the debate on Europe’s future and identity (identities) is among major issues. Isolated periphery and people’s frustration with accession that is being constantly postponed incite Euroskepticism and passivity of the youth who actually stand for European integration. The publication “European Identity and Education” resulted from a series of discussions and debates organized by the Helsinki Committee. Its introductory section presents one of the essays and political analyses of the international and local context in which Serbia’s youth are being raised: “Democracy, Pluralism and Extremism” by Vladimir Gligorov. The following section presents readers with draft practical politics for those dealing with institutional and informal education of the young. These draft policies, actually suggestions, are about teaching methods that may efficiently develop critical thinking among the youth and their awareness about alternatives. Inter alia, the suggested approaches are meant to motivate young people to get actively involved in building of a democratic society based on pluralism, inter-culturalism, solidarity and socioeconomic rights. Recommendations can be summed up as follows: 1. Strengthening of the idea of active citizenship; 2. Media literacy and development of critical thinking of the youth; and 3. Development and modernization of educational programs and present approaches to education of school children. Drafts of public policies were on the agenda of debates held in Belgrade and Novi Sad with participation of scholars and activists from younger generations mostly, concerned with the issues of identity and education. This publication also presents excerpts from those debates. How possibly could cosmopolitanism, inter-culturalism, anti-fascism and open society be promoted in today’s Serbia but also in Europe where extremism, fear of “otherness,” concerns for the safeguard of one’s own national identity that is allegedly threatened, be on the up and up? This is one of major dilemmas facing us today. Few students have access to informal education that rests on the principles guiding a democratic society. Speaking from experience many participants in debates pointed to the lack in professional staffs involved in educational process. Civic education is being marginalized in elementary and secondary schools. The participants also presented well-thought-out arguments against religious teaching in school curricula. The majority of participants take that strengthening of informal education that would lead towards incorporation of similar contents and methods into the educational system could be a solution to the above-mentioned dilemma. That would be a chance for attracting young people whose interests and ambitions are well beyond the rigid educational system, they argue. Positive experiences of Yugoslavia’s interculturalism and socialism, and the common history and culture can be used as resources for strengthening interculturalism throughout the region. Small steps forward within institutions that depend, above all, on individual activism and courage are another possible approach to resolution. This publication is meant as a contribution to local but also more extensive debate on European identity and new European policies that would cope with today’s challenges by far more efficiently.
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This chapter focuses on the development of some of the negative emotions from early to late adolescence, specifically fear and depressed mood. Adolescence appears to be a very emotional time of life. This is an observation of lay people (who have to put up with the adolescents emotions), psychologists (who study them and try to understand), and adolescents themselves (who actually experience them) and thus may appear rather trivial. However, we believe this ubiquity of emotions in the various contexts and perspectives on adolescence is in itself a salient aspect of the phenomenon of adolescence.
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Přechod z dospívání do dospělosti může nabývat mnoha podob se značně odlišnou délkou. V jednom extrému může mít podobu relativně rychlé a razantní změny navazující na dosažení plnoletosti, kdy během několika let mladý člověk dokončí studia a získá perspektivní práci, vstoupí do manželství, narodí se mu první dítě a založí vlastní domácnost. V druhém extrému, pokud to okolnosti dovolí, může mladý člověk usilovat nejprve o získání řady zkušeností, které mu umožní ona důležitá, zavazující či obtížně zvrátitelná rozhodnutí dělat informované, s širokým vědomím jejich konsekvencí, lepší znalostí sebe sama a také s větší jistotou a sebedůvěrou. Takto mohou být důležitá rozhodnutí, závazky, odkládána do okamžiku, než se na ně bude mladý člověk „cítiť‘, což může vyplnit i celou třetí dekádu života.
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The notion of vulnerability is one of the beliefs of a recent current of moral and political philosophy, namely care ethics. Stemming, especially, from the North American feminist movement, this care ethics, based on the rejection of a universal and abstract morals, privileges the relational dimension based on the orientation towards human vulnerability.Subject to the weight of the tyranny of normality and perfection, contemporary societies, glorifying the individual who is useful and performant, struggle to hide, or more often than not deny the vulnerability of human beings. The notion of vulnerability appeared not only as a mutual sign of any person who is in a dependent situation, but also as one of the constitutive dimensions of the essence of living beings and of their life environment. In this article, the notion of vulnerability will be studied by identifying the representative themes of human vulnerability particular to their life and its conditions of being. Firstly, the hypothesis proposed by Freud in Le malaise dans la culture (2010)represents the underlying basis of this study on human vulnerability. Next, two important concepts guide the study proposed: the vulnerability inherent to human subjectivity, from the perspective of Lévinas, and the one akin the process of socialising of human beings, from the perspective of Habermas.
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The goal of this research was to determine the current state of child and adolescent psychiatry and psychology in Bosnia and Herzegovina, and based on the findings, point out some possible future prospects in these fields. For this purpose, a questionnaire regarding the existing state of services provided in the child and adolescent psychiatry and psychology in the county was designed and disseminated across the country. The representatives of 18 different governmental institutions (Psychiatric Clinics, Mental Health Centers, Health Clinics and Centers for Early Childhood Development) across Bosnia and Herzegovina completed the questionnaire. The data were collected from a total of 143 professionals and focused on minors, children ranging in age from birth through 18 years old. Professionals reported that 47.47% of their applied work with patients was with typically developing children, compared to working with children with special needs, where the average percentage across the institutions was 52.53%. A total of 143 experts who worked with the preschool children and minors reported that 35 of them (24.47%) worked directly with the children over 50% of their work-time, and 34 of them (23.77%) worked exclusively with children and minors. Based on the data collected and a descriptive analysis conducted, some recommendations were made for the future.
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Autism spectrum disorder (ASD), a condition classified in the group of neurodevelopmental disorders, is characterized by persistent deficit in communication and social interactions, and presence of restricted, repetitive patterns of behavior, interests, or activities. Early diagnosis and interventions are imperative for better outcomes. The American Academy of Pediatrics (AAP) supported the project “Autism Education and Early screening”, with the goal to raise public awareness of autism in Bosnia and Herzegovina by educating the public about early signs and symptoms, determine the incidence and increase early detection of ASD by introduction of autism screening at the age 18-30 month. Methods and material: Educational brochures about typical child development and early signs of autism have been developed and distributed to parents; posters have been displayed at kindergartens, schools and health institutions. Extensive media coverage and numerous professional presentations have been aimed at educating both public and health care workers. The Modified Checklist for Autism in Toddlers (M-CHAT) has been cross translated according to the rules and copy- rights. Results: From January 2009 trough 2012, 611 children (55% of boys), aged 21±3 months, were subject to the screening. The initial screening was passed by 298 boys (89%) and 256 girls (92%). Four boys and one girl were immediately referred to a further evaluation and early treatment. Conclusion: This overall project contributed to raising autism awearness by linking health, social and educational resources. The preliminary early screening confirmed that estimated incidence of ASD in Bosnia and Herzegovina is similar as reported elswere. Knowledge (public and professional), as well as the early screening, are required for timely diagnosis and interventions.
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The scientific method represents a way of critical thinking. Science strengthens the ability to have an opinion founded more facts than personal feelings. We assume that scientific thinking provides many skills for cognitive development of every person. Those skills can be transferred to other learning and general social contexts. Our research study presents the university students opinions and ideas which could help identify the causes of the problem why students get taught so little about the science as whole?
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Proměny interpersonálních vztahů jsou jedním z klíčových atributů období ado lescence. Vztahy s vrstevníky, s rodiči a dalšími lidmi z bezprostředního okolí jsou v tomto vývojovém období již značně pestré a mnohovrstevnaté. Vstup do puber ty znamená mnoho nových pocitů, prožitků, myšlenek a zkušeností, které se často manifestují a testují v „aréně“ sociálních vztahů. A nejde jen o bezprostřední reálné vztahy a interpersonální chování. Nezastupitelnou roli, právě s nástupem dospívání, získává i subjektivní reprezentace důležitých osob, ať už reálných, či imaginárních (Elkind & Bowen, 1979; Ryan & Kuczkowski, 1994; Fingerman & Lang, 2004).
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Tato kapitola* shrnuje poznatky o dopadu vzájemných konfliktů mezi rodiči ado lescentů na různé ukazatele jejich psychického stavu a adaptace. Vedle úvodního popisu specifik, které s sebou v této oblasti přináší vývojové období adolescence, po píšeme reakce dospívajících na konflikt a také jeho subjektivní hodnocení. Součástí textu jsou naše dílčí výsledky, ale také drobná doporučení pro psychologickou praxi při práci s dospívajícími či jejich „znesvářenými“ rodiči.
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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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Autonomie žáka a její rozvíjení patří mezi důležitá témata současné didaktiky cizích jazyků. Nejedná se ovšem o téma úplně nové, neboť počátky zájmu o tuto problematiku sahají až do 60. let 20. století. Větší pozornosti se této problematice dostalo od 80. let 20 století, a to především díky odborníkům jako byl např. Benson (2001), Dam a Legenhausen (1996), Dickinson (1995), Holec (1981), Little (1995) a další. Různí autoři vymezovali autonomii v rámci didaktiky cizích jazyků s mírnými odlišnostmi a také se lišily jejich názory na to, co vše rozvíjení žákovy autonomie zahrnuje. Jak říká Legenhausen (2009), autonomie učícího se jedince nevychází z jednoho teoretického směru a na vzniku tohoto konstruktu se podílely různé filosofické, psychologické a didaktické směry (např. humanistická psychologie, přístup zaměřený na učícího se jedince, kognitivní a konstruktivistické teorie učení).
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Emerging adulthood is a transitive developmental period, in which young people at the age of 18-25 are only gradually dealing with life tasks typical for adulthood. Goals, once characteristic for adolescence, are in modern societies moved to the higher age (Arnett, 2006). Tasks of the adult age are updated increasingly, and their importance grows with age, therefore one of the aims of this research was to examine how important are these tasks for young people, which specific tasks they prefer and to find out if there are any gender differences. The process of goal achievement is explained by the concept of self-regulation (Carver & Scheier, 2011) as the ability not only to choose and achieve the goals, but also modify the behavior in such way, that it will lead to their achievement (Lovaš, 2011). Transitive periods, such as emerging adulthood, are connected with the need to review and adjust one’s life goals. The ability for goal disengagement and reengagement of unattainable goals is a manifestation of adaptive self-regulation (Wrosch et al., 2003a, b). Research sample (N=102, 51 females, 51 males) filled in three research methods: newly constructed questionnaire The Importance of Developmental Tasks, Short Self-Regulation Questionnaire (SSRQ, Carey, Neal & Collins, 2004) and Goal Adjustment Scale (GAS, Wrosch et al., 2003b). Results in the context of benefits and limitations are discussed in the conclusion
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One of the big contemporary issues and challenges of social system transformation from institutional to community care is finding the way of supporting and working with primary social environment of child with the disability. A number of studies highlights that one of the long-term neglected groups are siblings of children with a disability (Naylor & Prescott, 2004). This is a significant drawback of the current social care system, because these children express the desire to obtain information and understand the brother´s/sister´s disability (Dyson, 1998), and they often care for the sibling on a daily basis. Moreover the presence of the disease in family system can have a number of negative impacts such as difficulties in adaptation, problem behaviour and decrease in overall quality of life (Sharpe, 2002). One of the intervention possibilities focusing on siblings of children with disabilities are group therapeutic-educational programs successfully proved abroad, however, these are almost non-existent in Czech Republic (e.g. Lobato & Kao, 2005). The aim of this contribution is to present forms of organization, content and outputs of such programs, as published in scholarly journals and applied in foreign practice (especially in Great Britain).
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Generativity as creativity, productivity, and care for other people or transmitting values to future generations is an important developmental task that should be completed during adulthood. Young adulthood is very important for its development since some aspects may reach its peak just at the beginning of adulthood. The aim of the research was to gain insight into generativity in young adulthood in the context of other personality characteristics. Sample consisted of 54 university students (24 women, average age 21.4 years) who completed the online questionnaire: LGS - generative concern, GBC - generative behavior, Gen-Current – generativity structure, Inventory of the Dimensions of Emerging Adulthood, Social SOC Questionnaire, and Self-Concept Clarity Scale. Generativity - Current Questionnaire has been used in the sample of young adults for the first time. It describes social, cultural, technical and environmental generativity. Factor analysis (varimax rotation) did not confirm the existence of these types as individual factors. Correlation analysis revealed a relationship between generativity and experimentation/possibilities, self-focus (LGS and Gen-Current), other-focus (Gen-Current), and social self-regulation (GBC, Gen-Current). For self-concept clarity was confirmed no significant relationship. We have not identified any gender differences in generativity. The strongest predictor of generativity was social self-regulation (generative concern), experimentation/possibilities (generative action) and self-focus (generativity structure).
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Autism is a neurodevelopmental disorder characterised by triad of symptoms: deficits in social interaction, deficits in communication and restrictive repetitive behaviour. In the diagnostic process it is recommended to use combination of two diagnostic tools- Autism Diagnostic Observation Schedule– second edition (ADOS-2; Lord et al., 2012) and Autism Diagnostic Interview- Revised (ADI-R; Rutter et al., 2003). The aim of this study is to compare chosen behavioral parameters acquired from both ADOS-2 and ADI-R examinations and to evaluate ability of parents to see certain autistic symptoms in their children. In group of 77 children we examined 9 selected parameters. Results suggest that parents are more sensible to deficits in social interactions and less sensible to occurrence of stereotyped behaviour in their children. It seems that parents are not aware of these signs being part of symptomatology of autism spectrum disorders.
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How can we think of phenomena such as an infant beginning to speak English in a Bulgarian-speaking family, the quick accustomization to screens and the development of dependency already at the age of six months? The human baby is conservative and in order to become a psychological being from a biological body it needs the gaze, voice and the actions of the Real mother intertwined with her words and desire. The following paper is an attempt at connecting the clinical observations of work with infants and children in a psychoanalytical context to the discussion regarding the benefits and disadvantages of„devices“ for infants.
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The dominant form of communication and understanding between people is achieved through speech. Speech development in children is a very complex process that can only be achieved in an environment where people communicate. While listening to the speech of adults, the child learns to speak, passing through different stages of speech development. The influence of biological and social factors is very important for the acquisition of speech. That is, the functioning and maturity of the areas responsible for speech development of the central nervous system, on the one hand, and social factors, on the other hand, the most important of which is the family, i.e. in the first place, the mother and the communication between mother and baby from the first day of life. Speech develops gradually from the earliest age. In this period, the movement of the speech organs matures, phonemic development, cognitive development, and maturation in the field of preverbal communication. The prelinguistic phase of speech development is a period of preparation for the development of speech in children and the acquisition of the language system of the mother tongue. The prelinguistic phase of development is divided into several subphases that all children with typical development go through. The aim of this paper is to present the pre-linguistic phase of children's speech development, and which factors are important during this transition of speech development.
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Příspěvek představuje psychosociální krize, kterými vývojová psychologie (především teorie Erika Eriksona) charakterizuje přelomové období mezi mladším školním věkem a počátkem dospívání. Prostřednictvím literárněvědné interpretační analýzy jsou odkrývána témata těchto vývojových krizí a specifika jejich autorského zpracování v literatuře pro děti a mládež, konkrétně v próze Jiřího Stránského Perlorodky a v próze Safíroví ledňáčci a Glutaman Bogdana Trojaka.
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