The Role of School and the Teacher in Children's Crisis Intervention in The Czech Republi

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F14%3A43886032" target="_blank" >RIV/44555601:13430/14:43886032 - isvavai.cz</a>

Výsledek na webu

<a href="http://ejes.eu/vol-1-no-1/" target="_blank" >http://ejes.eu/vol-1-no-1/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.19044/ejes.v1no1a11" target="_blank" >10.19044/ejes.v1no1a11</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Role of School and the Teacher in Children's Crisis Intervention in The Czech Republi

Popis výsledku v původním jazyce

This study interprets hermeneutically the specific position of the teacher in the crisis intervention in the Czech Republic as an independent phenomenon. It pays attention to connections resulting from the manner of providing care and the teacher's own understanding the character of the subject of crisis intervention. On the one side the study arrives at the conclusion that the crisis intervention approaches the solution in an instrumental and pathogenetic manner. On the other hand this care specifically neglects the fundamental issue, i.e. the point of view of the child itself. Should crisis intervention be approached salutogenetically, the teacher and school form a specific place. For the time being this field of the "teacher's treatment of the child" appears to be an overlooked issue in consequences of the hermeneutic explanation of crisis intervention.

Název v anglickém jazyce

The Role of School and the Teacher in Children's Crisis Intervention in The Czech Republi

Popis výsledku anglicky

This study interprets hermeneutically the specific position of the teacher in the crisis intervention in the Czech Republic as an independent phenomenon. It pays attention to connections resulting from the manner of providing care and the teacher's own understanding the character of the subject of crisis intervention. On the one side the study arrives at the conclusion that the crisis intervention approaches the solution in an instrumental and pathogenetic manner. On the other hand this care specifically neglects the fundamental issue, i.e. the point of view of the child itself. Should crisis intervention be approached salutogenetically, the teacher and school form a specific place. For the time being this field of the "teacher's treatment of the child" appears to be an overlooked issue in consequences of the hermeneutic explanation of crisis intervention.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Educational Sciences

ISSN

1857-6036

e-ISSN

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Svazek periodika

1

Číslo periodika v rámci svazku

1/2014

Stát vydavatele periodika

MK - Republika Severní Makedonie

Počet stran výsledku

15

Strana od-do

96-110

Kód UT WoS článku

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EID výsledku v databázi Scopus

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