В выпускной квалификационной работе рассмотрено понятие семьи и основания, по которым семья может считаться как находящаяся в трудной жизненной ситуации, определены основные понятия и характеристики восстановительного подхода и обозначены нормативно-правовые основы его применения в социальных службах. Опыт применения и реализации медиативного (восстановительного) подхода в урегулировании семейных конфликтов в практической деятельности социальных служб был изучен на примере работы специалистов-медиаторов некоммерческой организации. В заключении сделан вывод о готовности специалистов к реализации медиативного подхода при работе с семейными конфликтами, а также о возможностях и ограничениях данного подхода. / The final qualifying work examines the concept of family and the grounds on which a family can be considered to be in a difficult life situation, defines the basic concepts and characteristics of the restorative approach and outlines the legal framework for its application in social services. The experience of applying and implementing the mediation (restorative) approach to resolving family conflicts in the practical activities of social services was studied using the example of the work of specialist mediators of a non-profit organization. In conclusion, a conclusion was drawn about the readiness of specialists to implement the mediation approach when working with family conflicts, as well as the possibilities and limitations of this approach.

This thesis is focused on educational problems of children in a difficult life situation. The theoretical part deals with social pedagogical concept of a difficult situation in life. It also goes about coping of those situations and their specifics in children. It focuses on child endangerment of his family background and its consequences and symptoms at school. It also describes the various teachers' approaches to the child's situation. The practical part using qualitative research methods, in-depth interviews and document analysis examines the concrete manifestation of difficult life situations from the perspective of three children and their teachers with emphasis on their understanding, assessment and approach to this situation. The difficult life situation of children showed on many levels at school. It revelas at the level of relations with classmates, at the level of behavior, school performance, relationship to the teacher, etc. Teachers' attitudes were mostly responsive and supportive. Key words Difficult Life Situation, Pupil, Family, Educational Process, Teacher, Syndrome Child Abuse and Neglect, Endangered child

Abstract This dissertation is aimed at exploring the utilization of select works by children's book author Markéta Zinnerová in literary education. The selected texts all feature a child protagonist in a difficult life situation with regards to their immediate or wider family circle. The vantage point was primarily the ouvre of M. Zinnerová, particularly the titles Indiáni z Větrova ('The Indians from Větrov'), Tajemství proutěného košíku ('The Secret of the Woven Basket'), and Kde padají hvězdy ('Where Stars Fall'). The dissertation is divided into a theoretical and a practical part. The theoretical part contains first a description of the general characteristics of narrative prose from the life of children with an emphasis on the issues of personal and social education. Furthermore, it focuses in detail on the utilisation of prose in literary education in primary schools, the methodology and different types of literary analysis and the insertion of all these activities into the relevant curriculum. The practical part deals with concrete classical and activising methods of application with regards to select texts from M. Zinnerová's works. The aim of the dissertation was to create work sheets based on excerpts from the prose of this author and to test them in practice in the environment of an after-school care centre where primary school children were to engage with them. This part of the dissertation describes said work sheets as well as the procedural methodology and the reasoning behind their creation. The work sheets were used when working with 3rd -grade school children in an after-school care centre. The ways in which they cooperated with us and were captivated by the texts, as well as the precise way in which the activities involved in working with the proposed sheets proceeded are described in the following chapter of the practical part. The concluding reflection upon the utilisation of the work sheets proposes certain possible corrections, expansions or other possible uses of these work sheets.