J. MAREŠ - S. JEŽEK: Metafora klimatu ve školním prostředí a žákovské hodnocení učitelů a výuky PDF

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OBSAH 2/2002 K. FICHNOVÁ: Vývin tvorivých schopností detí predškolského veku 99 I. UČEŇ: Sématická hodnota pojmu postihnuté dieťa vo výberoch dospelej a detskej populácie 113 R. MASARYK: Vodcovstvo v sociálnopsychologických

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OBSAH 2/2002 K. FICHNOVÁ: Vývin tvorivých schopností detí predškolského veku 99 I. UČEŇ: Sématická hodnota pojmu postihnuté dieťa vo výberoch dospelej a detskej populácie 113 R. MASARYK: Vodcovstvo v sociálnopsychologických teóriách a školskej praxi. 123 PSYCHOLÓGIA A VÝCHOVNO-VZDELÁVACÍ PROCES J. MAREŠ - S. JEŽEK: Metafora klimatu ve školním prostředí a žákovské hodnocení učitelů a výuky 134 METODIKY A KONZULTÁCIE M. BUCKOVÁ: Stratégie na odstránenie emočných prekážok pri osvojovaní si asertívneho správania 148 M. KMEŤ: Formy medziodborovej spolupráce pri edukácii postihnutých detí integrovaných v bežných triedach ZŠ: realita a potreba 157 KRÁTKE INFORMÁCIE T. TORDAJI-ZIMA: Porovnanie strachu a trémy slovenských a juhoslovanských detí 165 DISKUSIA D. KOPČANOVÁ: Etika a etické zásady psychológov v psychologickej poradenskej praxi 173 SPRÁVY Poradenstvo v novom tisícročí: Ako s úctou a ohľadom čeliť odlišnostiam (D. Kopčanová) 180 RECENZIE S. A. JACKSON - M. CSIKSZENTMIHALYI: Flow in Sports. The keys to optimal experiences and performances (F. Man, E. Řepka) 184 D. A. BERNSTEIN - T. D. BORKOVEC - H. HAZLETT-STEVENS: New Directions in Progressive Relaxation Training. A Guidebook for Helping Professionals (E. Šiška) 185 I. SOBOTKOVÁ: Psychologie rodiny (D. Kopčanová) 187 J. VYMĚTAL - V. REZKOVÁ: Rogersovský přístup k dospělým a dětem (L. Timuľák) 189 dieťaťa, 37, 2002, č. 2, s VÝVIN TVORIVÝCH SCHOPNOSTÍ DETÍ PREDŠKOLSKÉHO VEKU KATARÍNA FICHNOVÁ Katedra psychológie, PdF Univerzity Konštantína Filozofa, Nitra THE DEVELOPMENT OF CREATIVE ABILITIES OF PRESCHOOL AGE CHILDREN Abstract: The study deals with ontogenetic aspects of creativity of children at preschool age. The sample of 195 children at the age of 3 years and 5 months up to 6 years and 6 months was followed. The findings indicate the fact that developmental trends of creative abilities of preschool-age children are differentiated according to various types of creativity: motoric coordination creativity (continual increase of performances), figural creativity (unproved decrease at the end of preschool period), and verbal creativity (significant decrease in 6- year-old children). Key words: creativity, preschool age, verbal creativity, figural creativity, motoric coordination creativity, development of creativity dieťaťa, 37, 2002, č. 2, s SÉMANTICKÁ HODNOTA POJMU POSTIHNUTÉ DIEŤA VO VÝBEROCH DOSPELEJ A DETSKEJ POPULÁCIE IVAN UČEŇ Výskumný ústav detskej psychológie a patopsychológie, Bratislava THE SEMANTIC VALUE OF THE CONCEPTION OF DISABLED CHILD IN SELECTIONS OF ADULT AND CHILD POPULATION Abstract: The study is focused on evaluation of the conception of disabled child and a form-creating platform of attitudes to this minority in child and adult population. Pupils of basic and secondary schools - in evaluation of this term, contrary to adult population - prefer intellectual characteristics to physical and emotional ones. Intact children prefer, from the wide scale of signs of disabled child, malfunction in motoric coordination, and disabled children prefer their own diagnoses. They connect the sign child with health difficulties rather with the nondisabled child than with the disabled child. Key words: sensory, mental and physical disability of child, semantic value of the conception, semantic differential, system of values dieťaťa, 37, 2002, č. 2, s VODCOVSTVO V SOCIÁLNOPSYCHOLOGICKÝCH TEÓRIÁCH A ŠKOLSKEJ PRAXI RADOMÍR MASARYK Pedagogická fakulta Univerzity Komenského, Bratislava LEADERSHIP IN SOCIAL-PSYCHOLOGICAL THEORIES AND IN THE EDUCATIONAL PRACTICE Abstract: This overview study presents a closer description of the concept of leadership and some of its practical applications. The study defines the concept of leadership and introduces some contributions mostly from North American and West-European psychological and socioscientific literature covering historical sources, golden times of psychology , and postmodern opinions. It maps various views - from perceiving leadership as an attribute of exceptional people and leadership as a product of the era through interaction theory to constructionist perception of leadership. The second part is focused on leadership in the educational practice and on the issue of acceptance of pupils in a group. Key words: leadership, acceptance in a group, group dynamics dieťaťa, 37, 2002, č. 2, s METAFORA KLIMATU VE ŠKOLNÍM PROSTŘEDÍ A ŽÁKOVSKÉ HODNOCENÍ UČITELŮ JAN MAREŠ, STANISLAV JEŽEK Centrum výzkumu vývoje osobnosti a etnicity, Masarykova Univerzita, Brno THE METAPHOR OF CLIMATE IN THE SCHOOL ENVIRONMENT, AND PUPILS EVALUATION OF TEACHERS Abstract: In this overview study, which is mostly based on English-written literature, examined are the relevant topics of current pedagogic psychology: social climate of the class and the school, and students' evaluation of teachers and quality of the teaching. Complexity of these phenomena is emphasized and the discussion is geared for the concept of composite variables, which is considered not to be too terse. Some possible approaches with respect to the study of the climate of the school class are introduced. From pupils' (students) attitudes toward the school, the concentration is focused on those factors how pupils evaluate their teacher and quality of the teaching. Analyzed are the factors that influence this evaluation. A statement is made with regard to the fact that pupils in our school conditions are, in their evaluation of the school, influenced mostly by actions in their own class and they do not have much room to develop more differentiated attitudes. Key words: school and research, social climate of the school class, students' (pupils) evaluation of teachers and quality of the teaching dieťaťa, 37, 2002, č. 2, s STRATÉGIE NA ODSTRÁNENIE EMOČNÝCH PREKÁŽOK PRI OSVOJOVANÍ SI ASERTÍVNEHO SPRÁVANIA MICHAELA BUCKOVÁ University of Indianapolis, Intercollege, Cyprus STRATEGIES FOR REMOVAL OF EMOTIONAL BLOCKS IN ADOPTION OF ASSERTIVE BEHAVIOR Abstract: The training of assertiveness became one of the most popular forms of self-development. However, not always is it simple to teach clients to behave assertively, since emotional blocks may obstruct them to adopt and apply behavioral competencies. According to the cognitive-behavioral approach, clients cannot gain behavioral competence as long as they are emotionally distressed. Therefore, it is necessary, immediately in the beginning of therapy, to reveal and remove emotional blocks. The contribution analyzes two therapeutic models: Model of Emotional Disorder (Ellis) and Methodology of Self-instructions (Meichenbaum). A proposal was given to apply the behavioral methods only after the time when emotional blocks of assertive behavior are managed. Key words: assertive behavior, emotional blocks, ABC paradigm, self-instructions dieťaťa, 37, 2002, č. 2, s FORMY MEDZIODBOROVEJ SPOLUPRÁCE PRI EDUKÁCII POSTIHNUTÝCH DETÍ INTEGROVANÝCH V BEŽNÝCH TRIEDACH ZŠ: REALITA A POTREBA MARTIN KMEŤ Výskumný ústav detskej psychológie a patopsychológie, Bratislava FORMS OF INTERDISCIPLINARY COOPERATION IN EDUCATION OF HANDICAPPED CHILDREN INTEGRATED IN REGULAR CLASSES OF BASIC SCHOOLS: REALITY AND NEED Abstract: In a survey questionnaire probe, the study focused on which forms of interdisciplinary cooperation are utilized in integrated education of disabled children in basic school and which forms teachers would consider to be optimal. The most frequently reported form were teacher's consultations with other professionals not in the time of teaching. An additional professional participated directly in teaching in 2/5 of integration classes in 1 st degree of basic school and only in 1/4 of classes in 2 nd degree of basic school. In 1 st degree of basic school, the additional professional mostly participates during teaching lessons on a regular weekly basis. Teachers would consider to be optimal if this form of cooperation was more frequent and also if this professional participated in education on a daily basis. In the 2 nd degree of basic school, the operative service is the most frequent form of cooperation of professionals. Teachers would mostly welcome more frequent participation of the additional professional in all lessons. Key words: disabled pupil, teacher, cooperation of professionals, school integration dieťaťa, 37, 2002, č. 2, s POROVNANIE STRACHU A TRÉMY SLOVENSKÝCH A JUHOSLOVANSKÝCH DETÍ TATIANA TORDAJI-ZIMA Výskumný ústav detskej psychológie a patopsychológie, Bratislava COMPARISON OF FEAR AND STAGE-FEVER OF SLOVAK AND YUGOSLAVIAN CHILDREN Abstract: The study compares fear, anxiety and stage-fever in children whose social environment was marked by the civil war in Yugoslavia. The comparison is made with the condition of fear, anxiety and stage-fever of Slovak children. The analysis of the results found in this study indicated the occurrence of higher degree of fear, anxiety, social fear and classical phobias of Yugoslavian boys and girls in comparison with Slovak children. The Slovak and Yugoslavian children do not differ in the level of stage-fever. From the analysis of the results it was furthermore found out that Slovak and Yugoslavian girls at the age of years are more sensitive and fearful than equally old boys are. Increased sensitivity was found mostly in Yugoslavian girls, which is obvious with regard to their age and war, which they experience a little worse than Yugoslavian boys do. The study points at the influence of negative social environment (war) in relation to occurrence of fear and anxiety of children that live in such environment. Key words: fear, anxiety, stage-fever, boys and girls, intercultural comparison, war in Yugoslavia dieťaťa, 37, 2002, č. 2, s ETIKA A ETICKÉ ZÁSADY PSYCHOLÓGOV V PSYCHOLOGICKEJ PORADENSKEJ PRAXI DAGMAR KOPČANOVÁ Výskumný ústav detskej psychológie a patopsychológie, Bratislava ETHICS AND ETHICAL PRINCIPLES IN PSYCHOLOGICAL COUNSELING Abstract: The contribution is focused on research of issues of ethics, ethical principles and norms at work of psychologists practicing psychological counseling with emphasis on practice of pedagogic-psychological counseling centers. The author delivers experience related to ethical standards and ethical codices abroad, and supplements theoretical knowledge by some concrete examples from the present and recent psychological counseling practice. The conclusion highlights a necessity to elaborate independent ethical codex that would regard specifics of work with client at pedagogic-psychological, i.e. special pedagogic counseling center that would protect both the client and counselor. Key words: ethics, ethical codex, psychologist, counselor, psychological counseling, counseling centers in the education resort
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