Teoretická část se zabývá typologií některých problémových oblastí u dětí předškolního věku, faktory které ovlivňují jeho osobnost, důležitostí prevence, diagnostiky a nápravy. Praktická část je zaměřena na výzkum vedoucí k analýze nejčastějších problémů a jejich příčin z hlediska učitelek mateřských škol a má za cíl zjistit, jaké osvědčené metody v oblasti prevence, diagnostiky a nápravy pedagogové používají. Klíčová slova dítě, dítě s problémem, rodina, mateřská škola, prevence, pedagogická diagnostika, intervence Theoretical part of my study is aimed to recognize all types of problems of preschool aged children. I have tried to describe areas which might have a possible impact to child's personality regarding the prevention, evaluation and rehabilitation. Practical part of my study explores the most common problems caused by nursery teachers and tries to avoid them in the future by use of proper corrective teaching methods. Key words child, problematic child, family, nursery school, prevention, pedagogical diagnose, feedback

New synthetic drugs are a new phenomenon that is expanding in many countries. NSD mimic the effects of traditional drugs phenomenological, but retain the hallmark of legal substances. NSD legal status is due to the fact that theses new substances are controlled by the United Nations Single Convention on Narcotic Drugs of 1961 or the UN Convention on Psychotropic Substances, 1971. To the Czech Republic this trend came somewhat later than in neighboring countries, and especially in 2010, when sales NSD was mainly in shops. This sale was completed in April 2011 becouse of entering 33th NSD to the list of psychotropic and narcotic substances and moved mostly to the internet. NSD composition is often changing, due to disabling preparatory material, it follows that the risks associated with the use of NSD are unpredictable. The research objective of this study is to determine the acquisition and distribution of NSD between problem drug users and also to map the most widely used NSD among this population.The main purpose of the research is to bring knowledge (as it's called, how it look, what it contains, where and from whom it receives, how much it costs). The survey was made up of semi-structures interviews (qualitative part) and structured questionnaires (quantitative part). Respondents were selected...

O período da faculdade é relatado como fase de risco para uso problemático de álcool (UPA) e para transtorno mental comum (TMC). É importante avaliar a co-ocorrência entre UPA e TMC em estudantes de graduação considerando ser um tema pouco relatado na literatura. Este estudo transversal utilizou os instrumentos AUDIT e SRQ-20 para avaliação da prevalência de UPA e TMC e da co-ocorrência entre UPA e TMC em uma amostra de estudantes de graduação da área da saúde, com idade média de 22 anos e predominantemente feminina (65,6%). Também examinou a associação entre estas condições e a relação com a satisfação com aspectos da vida acadêmica. A prevalência de UPA foi de 23,5%, de TMC de 30,6% e de co-ocorrência de UPA e TMC de 7,3%. A média do escore total do AUDIT foi de 4,8 (DP=4,42) e do SRQ-20 de 4,0 (DP=4,0). Houve associação significante de TMC e de co-ocorrência entre UPA e TMC com a insatisfação com a carreira escolhida, insatisfação com o curso na faculdade e insatisfação com o desempenho como estudante. Não houve correlação entre UPA e TMC nesta amostra. A co-ocorrência entre UPA e TMC está presente em estudantes de graduação e as conseqüências são prejuízos para a saúde mental e insatisfação com as conquistas acadêmicas, o que, ocorrendo nesta fase importante da vida, poderá limitar o futuro destes adultos jovens. Os achados deste estudo referentes à ausência de associação entre UPA e TMC devem ser interpretados com cuidado quanto a sua generalização, considerando-se o caráter de estudo transversal de rastreamento em população de adultos jovens. / The study time at the university is reported as a risky phase for problematic use of alcohol (UPA) as well for common mental disorders (TMC). It is important to evaluate the topic of co-occurrence of UPA and TMC amongst university students considering that this topic has been scarcely mentioned in scientific papers. This cross-sectional study used the AUDIT and SRQ-20 screening instruments in order to assess the prevalence of UPA and TMC and the co-occurrence of UPA and TMC in a sample of university students of the health area, characterized by mean of age of 22 years and mostly female (65.6%). Also it examined the association between these conditions and their relationship with satisfaction regarding aspects of the academic life. The prevalence of UPA was of 23.5%, TMC of 30.6% and co-occurrence of UPA and TMC of 7.3%. The average total score of AUDIT was of 4.8 (SD=4.42) and the SRQ-20 of 4.0 (SD=4.0). Significant associations of TMC as well the co-occurrence between UPA and TMC have been found with: - dissatisfaction with the selected career, dissatisfaction with the academic program and dissatisfaction with the own performance as student. No correlation between UPA and TMC has been found in this sample. The co-occurrence of UPA and TMC is present amongst undergraduate students and its consequences are mental health problems and frustration with academic achievements which occurring in this important phase of life it can impair the future of these young people. The findings of this study shall be carefully interpreted concerning its generality, considering the type of the study being a cross-sectional screening study on a population of young adults.

L'anorexie mentale est une pathologie psychiatrique grave et complexe, faisant partie des troubles du comportement alimentaire. L’un de ses symptômes est l’hyperactivité physique, généralement associée à un pronostic clinique et thérapeutique défavorable. La connaissance et la compréhension de l'activité physique, qui s’avère être problématique dans les troubles du comportement alimentaire, restent à élucider, en particulier dans l'anorexie mentale. Cette thèse a pour objectifs : 1) d'examiner exhaustivement la littérature publiée au cours des 40 dernières années (1975-2015). Cela permettra de mieux comprendre ce phénomène et de donner des recommandations générales, clinique et de recherche, pour les futures études. 2) D’étudier l'impact des différentes définitions de l'activité physique problématique, retrouvées dans la littérature, sur la prévalence de celle-ci au sein d’un large échantillon de patientes souffrants d’anorexie mentale aigue. Nous examinons aussi les associations entre ces différentes définitions et les principaux symptômes alimentaires, le profil émotionnel et la qualité de vie. 3) D’étudier l'impact de l'activité physique problématique sur le statut nutritionnel (indice de masse corporelle et composition corporelle) de ces patientes. Cela est réalisé en prenant en compte les manifestations cliniques de la maladie, incluant les types d’anorexie mentale (restrictif ou avec crises de boulimie/vomissements ou prise de purgatifs), l’âge à la découverte et la durée de la maladie, le diagnostic de l’anorexie mentale avant la ménarche et la présence d'aménorrhée. Finalement, nous proposons un modèle compréhensif du développement de l’activité physique problématique dans l'anorexie mentale. En outre, ce travail met en relief le fait que l'activité physique pourrait être positivement ciblée dans les programmes thérapeutiques. Sa prise en charge pourrait être intégrée dans la modalité thérapeutique conjointement aux différentes dimensions psychologiques, somatiques et sociales. L'activité physique problématique dans l'anorexie mentale doit urgemment solliciter l’attention des cliniciens et des chercheurs. / Anorexia nervosa is a serious and complex psychiatric pathology included in eating disorders. Its symptoms include physical hyperactivity, which has been associated by many with a worse clinical and therapeutic outcome. Much remains to be known and understood about physical activity, which is problematic in eating disorders, especially in anorexia nervosa. The aims of this thesis are to: 1) critically and exhaustively examine the literature published during the past 40 years (1975-2015). This is done in order to clarify the landscape and give general clinical and research perspectives for future studies. 2) Investigate the impact of different definitions of problematic physical activity, found in the literature, on its prevalence in a large sample of patients suffering from acute anorexia nervosa. We will examine the associations between these different definitions and core eating disorders symptoms, emotional profile and quality of life. 3) Investigate the impact of problematic physical activity on nutritional status (body mass index and body composition) of patients. This is done by taking into account clinical features. These features include anorexia nervosa subtypes (restricting or binge-eating/purging type), age at onset, illness duration, premenarchal anorexia nervosa, and presence of amenorrhea. Finally, we propose a comprehensive model of the development of problematic physical activity in anorexia nervosa. We highlight the fact that physical activity could be positively taken into account in global treatment programs. It could be integrated in these programs, in addition to their psychological, somatic and social dimensions. Problematic physical activity in anorexia nervosa is in need of immediate attention from clinicians and researchers.

Syftet med denna studie är att öka kunskapen hur specialpedagoger verksamma i grundskolans år 1 till 6 uppfattar skolors arbete med utåtagerande barn. Studien baseras på sex specialpedagogers uppfattningar om deras förutsättningar på organisation-, grupp- och individnivå samt skolans metoder och strategier i arbetet med utåtagerande barn. Uppfattade resultat i detta arbete undersöks. Studien presenterar delar av den forskning, både nationell och internationell, som behandlar metoder och strategier i arbetet med utåtagerande barn samt tre teoretiska perspektiv.   I studien har en kvalitativ metodansats använts och resultatet har analyserats tematiskt. Analysen av empirin genererar tre huvudteman: förutsättningar, metoder och strategier samt möjligheter och utmaningar i arbetet med utåtagerande beteende hos barn.  Resultatet har diskuterats och analyserats med stöd av tidigare forskning och teoretiska perspektiv.   Resultatet visar att specialpedagogerna uppfattar att det ofta finns goda förutsättningar i arbetet med utåtagerande barn och att det även finns hinder och möjligheter som påverkar. Rektors ledarskap och förmåga att organisera verksamheten för att möta upp behoven av barn med utåtagerande beteende uppfattas ha stor betydelse. Ett hinder uppfattas vara lärares brist på tid då specialpedagogerna uttrycker att all personal behöver mötas för att tillsammans arbeta fram handlingsplaner med gemensamma strategier och förhållningssätt för de utåtagerande barnen.   Resultatet visar även att organiserandet av lärmiljön kan se olika ut samt att specialpedagogernas uppfattning av elevers inkludering varierar, även om utgångspunkten är att de utåtagerande eleverna ska verka i ett lärande sammanhang tillsammans med andra. Resultatet visar även att personalens förhållningssätt till, bemötande av och förmåga till relationsskapande med eleven har betydelse för elevens förutsättningar att minska det utåtagerande beteendet och få ett ökat lärande. / The goal of this study is to increase the knowledge of how Special Needs Coordinators (SENCOs) working in Elementary school yr 1 – 6 percieve the work with children who are acting out. The study is based on six SENCOs’ perceptions of their preconditions of working on organisation, group and individual levels, as well as the schools’ methods and strategies and the percieved results in the work with children who are acting out. The study presents parts of both national and international evidence based research within the area of methods and strategies used in the line of work with children who are acting out. It also presents three theoretical perspectives.   In the study a qualitative research method has been used and the results has been analysed thematically. The analysies of the empirical evidence generate three main themes: preconditions, methods and strategies as well as possabilities and challenges in the work with children who are acting out. The result has been discussed and analysed based on pre-existing research and theoretical perspectives.   The result shows that the SENCOs’ perceptions is that there is often good preconditions in the work with children who are acting out but that there is also obsticales and possabilities affecting said precontitions. The principals’ leadership and ability to organize the school to meet the needs of children who are acting out is percieved to be of great importance. Teachers’ lack of time is seen as a difficulty, as the SENCOs emphasise the need for all staff to meet and produce plans of action with overarching strategies and approaches to the children who are acting out.   The result also shows that the learning enviroment can be organized in different ways and that the SENCOs’ perception of students inclusion varies, even if the standpoint is that students who are acting out shall participate in a learning context together with other students. The result also shows that the staff’s approach to, treatment of and ability to build relationship with the student affect the student’s ability to act out less and learn more.

The diploma thesis deals with experiences of the teacher to pupils who were diagnosed with ADHD syndrome (attention deficit hyperactivity disorder). The aim of this thesis was to find out what teachers see as the main issue while they work with children and what factors influence the relationshiop between teacher and pupil. The first part of the thesis describes the behaviour of child with ADHD in the school enviroment, relationships between teacher and pupil, school and family, and emotional experiences of pedagogues. Theoretical part is based on previous researches. The empirical part deals with qualitative research which is trying to find out what perspective educators have on ADHD issue and on problematic behaviour of children. The outcomes show, that teachers are focused on getting information from family enviroment. These information help them to better understand the pupil with ADHD. The most common problem faced by teachers is non- functional communication, parent's lack of cooperation, the predominance of negative emotions experienced by teachers and constant necessity to find new methods which could help the pupil with ADHD in educational proces. Keywords The pupil, problematic behavior, school, education, teacher's perspective, Attention Deficit Hyperactivity Disorder

Made available in DSpace on 2016-04-28T20:38:54Z (GMT). No. of bitstreams: 1 Henrique Guilherme Scatolin.pdf: 2277504 bytes, checksum: 63f2217a44c6208fd15b5c910c4cdd12 (MD5) Previous issue date: 2014-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study investigated the identificatory problematic in a case of obsessional neurosis. Thus, this analysis was based on four central pillars: the Oedipal resolution of patient Paul's parents, his libidinal and identificatory history, the incorporation of the sadistic penis and identification with the superego. The methodology of this study is based on the Freudian psychoanalytic theory of obsessional neurosis, the contributions of Piera Aulagnier to the Freudian metapsychology and psychopathology, as well as the reading of post-Freudian psychoanalysts about this neurosis and its contemporary manifestations, such as Lacan, Green, Bleichmar, Calligaris and Leclaire. Throughout the results, I have produced my floating theorisation, emphasizing the patient s reports and associations. Upon hearing his story, it was possible to understand the presence of his parents desire since his birth, underlining how the paternal function, next to the maternal, was always present in his constitution. Throughout this analysis, I have highlighted how aggression and hatred pointed toward his father, which also hold passive impulses towards him, have intensified throughout his psychic constitution, being repressed after the assumption of castration. These ambivalent movements became explicit in his symptomatic formations, manifesting his identificatory problematic. If, on the one side, along the psychotherapy, the positivity was gaining ground, giving a new destiny to his feelings and identificatory references, on the other side, such way has been achieved due to psychotherapeutic interventions focused on manifestations of the unconscious hatred and destructive feelings located in the intrincacies of his guilts, doubts and rituals (and that fed his resistances and paralyzations in the clinical setting), denoting that in his identificatory problematic, his debt towards his father was of the order of his own desire. This study concludes that the four central pillars are very important for elucidating the identificatory problematic in cases of obsessional neurosis, becoming interchangeable to guide the future analyst s look when he comes across the typical clinical manifestations of this neurosis / O presente estudo procurou investigar a problemática identificatória em um caso de neurose obsessiva. Para tal, buscou alicerçar tal análise a partir de quatro pilares centrais: a resolução edipiana dos pais do paciente Paulo, a sua história libidinal e identificatória, a incorporação do pênis sádico e a identificação ao superego. A metodologia deste estudo fundamenta-se na teoria psicanalítica freudiana sobre a neurose obsessiva, nas contribuições de Piera Aulagnier à metapsicologia e psicopatologia freudiana, como também na leitura de psicanalistas pós-freudianos sobre esta neurose e suas manifestações contemporâneas, tal como Lacan, Green, Bleichmar, Calligaris e Leclaire. Ao longo dos resultados, construo as minhas teorizações flutuantes, dando ênfase aos relatos e associações deste paciente. Ao ouvir a sua história foi possível compreender a presença do desejo dos seus pais desde o seu nascimento, ressaltando como a função paterna, ao lado da materna, esteve presente, desde sempre, em sua constituição. No decorrer desta análise, realço como que a agressividade e o ódio direcionados ao pai, que também resguardavam os impulsos passivos frente ao mesmo, intensificaram-se ao longo da sua constituição psíquica, sendo recalcados após a assunção da castração. Estes movimentos ambivalentes tornaram-se explícitos em suas formações sintomáticas, resplandecendo a sua problemática identificatória. Se, de um lado, ao longo da psicoterapia, a positividade foi ganhando espaço, dando um novo destino as suas pulsões e aos seus referenciais identificatórios, de outro, tal caminho foi alcançado devido às intervenções psicoterapêuticas focadas nas manifestações do ódio inconsciente e das pulsões destrutivas que residiam nos meandros das suas culpas, dúvidas e rituais (e que alimentavam as suas resistências e paralisações no setting clínico), denotando que, em sua problemática identificatória, a sua dívida ao pai era da ordem do seu próprio desejo. Este estudo conclui que os quatro pilares centrais são de extrema relevância para a elucidação da problemática identificatória nos casos de neurose obsessiva, tornando-se intercambiáveis ao nortear o olhar do futuro analista quando este se deparar com as manifestações clínicas típicas desta neurose

Syftet med denna studie var att undersöka skolkuratorers erfarenheter av hur en problematisk skolgång identifieras, hur de bemöter denna problematik samt hur de kvalitetssäkrar arbetet. För att besvara studiens syfte genomfördes en kvalitativ intervjustudie med fem skolkuratorer på grundskolor i Mellansverige. Empirin analyserades utifrån teori kring problematisk skolgång, systematiskt kvalitetsarbete samt evidensbaserad praktik. Resultatet visade att problematisk skolgång innebär att måluppfyllelse inte nås eller att skolgången blir avbruten, viktiga faktorer i sammanhanget var frånvaro samt ökad psykisk ohälsa. Skolkuratorerna ansåg att en god relation mellan eleven och skolan samt samverkan var viktiga framgångsfaktorer för att tidigt upptäcka och kunna åtgärda problematiken. Systematiskt kvalitetsarbete framkom som en viktig faktor och i synnerhet genom kontroll av giltig och ogiltig frånvaro samt genom kartläggningar på olika nivåer. Att arbeta med evidens ansågs också vara viktigt men samtidigt fanns viss skepsis mot nya metoder och ofta användes bara valda delar av evidensbaserade metoder för att kunna individanpassa och att se helheten. / The purpose of this study is to examine how school counsellors, in their own practical experience, identify problematic schooling; how they approach these problems; and how they assure the quality of their work. To answer these questions, the authors have conducted a qualitative study, interviewing five school counsellors working in different schools in Central Sweden. The empirical study has been analyzed using the theoretical concepts of problematic schooling, systematic quality assurance, and evidence-based practice. The outcome of the study suggests that problematic schooling entails the failure to reach educational goals, or even the complete disruption of schooling. Important factors include pupil absence and impaired mental health. A successful pupil–school relationship, as well as a co-operative environment, are identified by the interview subjects as important factors for the successful detection and intervention of problematic schooling. Furthermore, systematic quality assurance is identified as a key factor, particularly in the shape of survey and verification by the school regarding the validity of pupil absence. Finally, the interview subjects generally consider an evidence-based approach to be important, but also tend to display some scepticism towards the implementation of new methods. The study thus shows that evidence-based methods are often only partially applied, in an attempt by school counsellors to make case-dependent adjustments to fit the wider picture.

Dataspelsproblematik är ett eskalerande problem som har visat sig påverka många unga människors utveckling och välbefinnande. Syftet med denna studie var därför att undersöka ungas dataspelsproblematik, vilka konsekvenser ett överdrivet dataspelande medför samt vilken behandling som ges till unga med dataspelsproblematik. Empirin erhölls genom kvalitativa intervjuer med professionella som arbetar med denna typ av problematik vid verksamheterna Game Over och Theory in Action. Resultatet visade att dataspelsproblematik idag inte har en bestämd definition och att det är ett problem som inte är tillräckligt uppmärksammat. Synen på orsaker till dataspelsproblematik hos unga är komplext då det kan tänkas bero på många olika faktorer. Konsekvenserna av ett problematiskt dataspelande är många och allvarliga och kan påverka den unges hela livssituation. Behandling av unga med dataspelsproblematik har visats sig ske på varierande sätt med olika utgångspunkter beroende på vad man anser är orsaken till problematiken. / Computer game related problems are an escalating problem that has been shown to affect many young people's development and well-being. The purpose of this study was to investigate young people's computer game problems, the consequences of excessive computer game playing and the treatment that is given to young people with computer game related problems. The empirical data were obtained through interviews with professionals who work with this type of problem in the institutions Game Over and Theory in Action. The results showed that computer game related problems do not today have a specific definition, as well as it is a problem that is not sufficiently recognized. The view of the causes of young people’s computer game related problems is complex as it may be caused by many different factors. The consequences of a problematic computer game playing are many and serious, which can affect a young person's entire life situation. Treatment of young people with computer game related problems have been shown to occur in various ways with different starting points depending on what you believe is the cause of the problem.

Tyrimo objektu pasirinkta mokinių požiūris į jų elgesį mokykloje reglamentuojančias taisykles bei tarpusavio santykius su mokytojais (pasitikėjimas mokytojais bei tarpusavio pagarba), problematiškas elgesys (muštynės su kitais mokiniais, bėgimas iš pamokų, svetimo turto laužymas), o taip pat dalyvavimas popamokinėje veikloje. Tyrimo tikslas – išsiaiškinti paauglių dalyvavimo papomokinėje veikloje ir požiūrio į mokyklą bei problematiško elgesio tarpusavio sąsajas. Tyrimo uždaviniai: 1. Išsiaiškinti mokinių požiūrio į elgesio taisykles bei savo pareigas priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 2. Išsiaiškinti mokini��� ir mokytojų tarpusavio santykių priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 3. Išsiaiškinti mokinių problematiško elgesio priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 4. Įvertinti požiūrio į mokyklą ir problematiško elgesio ypatumus priklausomai nuo lyties. Tyrime buvo apklausta 476 Kauno rajono aštuntos – devintos klasės mokiniai. Mokiniai parinkti iš šešių pagrindinių, šešių vidurinių mokyklų ir keturių gimnazijų. Tiriamųjų imtį pagal lytį sudarė 221 mergaitė ir 243 berniukai. 12 mokinių savo lyties nenurodė. Darbe taikytas apklausos raštu metodas. Anketos mokinių klausta ar jiems patinka mokykla, ar jie žino jų elgesį mokykloje reglamentuojančias taisykles. Kiek šios taisyklės yra teisingos, kaip jie vertina savo teises mokykloje. Siekiant išsiaiškinti... [toliau žr. visą tekstą] / The pupils attitude towards the regulating rules of their behavior in school and their inter relationship with teachers (trust in teachers and their mutual respect) also the components of problematic behavior such as brawls with other students, lesson skipping, property intrusion are chosen as The research object. Aim of the research – to find the connection of teenager after school activities participation and the attitude towards school and problematic behavior. The research goal: 1. To sort the pupils’ attitude towards behavior rules and their responsibilities, depending on their participation in after school activities and the nature of those activities. 2. To sort the interrelationship between pupils and teachers depending on participation in after school activities and the nature of those activities. 3. To sort the pupils’ problematic behavior dependency on participation in after school activities and the nature of those activities. 4. To evaluate the attitudes towards school and the peculiarities of problematic behavior, relating to gender. 476 eight – ninth grade pupils of Kaunas region schools were surveyed in this research. Pupils were selected from six base schools, six secondary schools, and four gymnasiums. The data corpus concerning gender was formed from 221 girls and 243 boys. 12 pupils did not indicate their gender. The written test method was used in the survey. The pupils were asked whether they like school, do they know the rules relating their... [to full text]