Dítě s komplexem méněcennosti
Loading...
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Závěrečná práce se věnuje popisu chování chlapce, jemuž nebyla stanovena žádná diagnóza, ve smyslu poruchy chování, a přesto se chová, dle svého okolí, nestandardně. Je položena otázka, zda se u něj nejedná o tzv. komplex méněcennosti? V práci se věnuji chlapcovu chování v rodině, ve škole, zkoumám jeho pocity a vše porovnávám s informacemi uváděnými v literatuře. Popisuji také vývoj jeho chování a změnu jeho postojů ve středisku výchovné péče poté, co byly stanoveny hranice a nastavena pravidla. V práci jsou použity čtyři diagnostické metody a jejich výsledky jsou promítnuty v závěru, kde jsou dána doporučení a opatření pro další rozvoj dítěte.
The final work is devoted to the description of the behavior of a boy who was not diagnosed, in the sense of a behavioral disorder, and yet behaves, according to its surroundings, non-standardly. The question is asked whether it is not a so-called inferiority complex? In my work I deal with the boy's behavior in the family, at school, I examine his feelings and compare everything with the information given in the literature. I also describe the development of his behavior and the change of his attitudes in the center of educational care after the boundaries were set and the rules were set. Four diagnostic methods are used in the work and their results are reflected in the conclusion, where recommendations and measures are given for the further development of the child.
The final work is devoted to the description of the behavior of a boy who was not diagnosed, in the sense of a behavioral disorder, and yet behaves, according to its surroundings, non-standardly. The question is asked whether it is not a so-called inferiority complex? In my work I deal with the boy's behavior in the family, at school, I examine his feelings and compare everything with the information given in the literature. I also describe the development of his behavior and the change of his attitudes in the center of educational care after the boundaries were set and the rules were set. Four diagnostic methods are used in the work and their results are reflected in the conclusion, where recommendations and measures are given for the further development of the child.
Description
Subject(s)
agrese, Baum-test, kazuistika, nedokončené věty, Pedagogicko-psychologická poradna, poruchy chování, rozhovor, Středisko výchovné péče, test medvídci na stromě, aggression, Baum-test, case study, unfinished sentences, Pedagogical-psychological counseling, behavioral disorders, interview, Center for educational care, test bears on a tree