„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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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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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 se zabývá možnostmi literatury pro děti a mládež při utváření identity a mezilidských vztahů, a to i z pohledu vývojové psychologie, především teorie osobnosti Erika Eriksona. K interpretačním analýzám byly vybrány prózy Psí dny Jany Jašové a Malostranská psí zima Pavly Skálové, v nichž psí hrdinové vystupují v rolích průvodců na cestě k formování mezilidských vztahů, vyrovnávání se s tranzitorní krizí a hledáním svého místa ve společnosti i rodinném a přátelském mikroprostoru.
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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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The Accounting Research Institute (ARI) of the biggest university in Southeast Asia – University Teknologi MARA (Malaysia) and the Faculty of Business Studies (FBU) at Burgas Free University are launching the VIth edition of the International Conference on Governance and Strategic Management (ICGSM). After holding the previous conferences of the ICGSM in Kuala Lumpur, Manchester, Seoul and Oxford, this year Burgas Free University (BFU) again has the honour to be selected as the host for the event. The Conference is to be held at BFU, Burgas, Bulgaria on June 08-10, 2023 and the topic of this year’s edition will be “ESG Standards and Securing Strategic Industries”.
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The publication is focused on researching the emotional health of children whose families have a broken structure (parental separation). The questions around which the research is organized are related to the search for answers: to what extent is the emotional health of children in a family with a broken structure preserved, what is the degree of development of the emotional intelligence of the parents. The tests that are included are: "My Family" test; Palette of Feelings test; parent survey; survey with the children. Ten families who are separated or in the process of divorce have been diagnosed. Testing with parents aims to assess their emotional intelligence and the degree of interest in mental state and emotional health for future professional realization, not only affecting their education, but communication with others and self-image as a full-fledged person. The questions concern: their attitude towards marriage; family values, as key in raising and educating the child; sources of information in case of need or responsibility, as a parent. The results obtained are good and encouraging. When reporting the results, the children were divided by gender: 51% of girls have preserved emotionality, 40% of boys have preserved emotionality, 2% of girls have severe emotional impairments, 7% of boys have severe impairments. The conclusions of the conducted research are that the parents of the 21st century are informed and know in depth the mental and emotional needs of children and show responsibility and concern. Also, emotional intelligence is fully formed and they seek daily information about their own development as parents. They accept teachers as people with ideas and a "key" to the correct and healthy development of their child in all aspects.
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Rapid societal advancements in everyday life and the economy make it necessary for the next generation to develop multiple skills beyond traditional academic education, preparing them for real life. Applying the approach of mindful parenting in raising and educating children is a way to develop 21st century skills in them. Mindful parenting in the context of the parent-child relationship not only improves the regulation of the emotional state of parents and children, but also promotes the development of healthy, positive and long-lasting relationships. The model of mindful parenting has been identified by researchers as a promising and modern parenting approach that develops the skill of emotion regulation in parents and children.
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The aim of the study is to analyze the way in which artificial intelligence and robots support the development of people defined as successful from the perspective of the psychological theories of Abraham Maslow, Martin Seligman and Mihaly Csikszentmihalyi. Additionally, the methods that contribute to achieving success in personal and career development are discussed, as well as the possibility of including artificial intelligence and robots in favor of success. The way in which robots benefit humans and complement their resources and success is also presented.
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