{"id":2637,"date":"2020-08-31T07:55:14","date_gmt":"2020-08-31T07:55:14","guid":{"rendered":"https:\/\/www.dippe.lu\/social-emotional-and-relational\/"},"modified":"2021-10-01T11:27:00","modified_gmt":"2021-10-01T11:27:00","slug":"social-emotional-and-relational","status":"publish","type":"page","link":"https:\/\/www.dippe.lu\/sk\/teaching-modules\/social-emotional-and-relational\/","title":{"rendered":"Social, emotional and relational"},"content":{"rendered":"[vc_row el_class=”margin-bottom-zero”][vc_column][vc_single_image image=”1963″ alignment=”center” el_id=”module-definition-icon”][vc_custom_heading text=”Defin\u00edcie<\/b>” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/2″ css=”.vc_custom_1605465816578{background-color: #e7bacb !important;}”][vc_column_text]\n

Model \u201eRose of Leary\u201c rozli\u0161uje \u0161tyri r\u00f4zne mo\u017enosti spr\u00e1vania:<\/em><\/h4>\n

(1) Submis\u00edvny, (2) Opozitn\u00fd, (3) Dominantn\u00fd a (4) Spolo\u010densk\u00fd. Pomocou tohto modelu m\u00f4\u017eete op\u00edsa\u0165 behavior\u00e1lne \u00fa\u010dinky die\u0165a\u0165a na ostatn\u00fdch, napr\u00edklad na pedag\u00f3gov alebo rovesn\u00edkov.<\/em><\/h4>\n

\u00a0<\/span><\/em><\/h4>\n[\/vc_column_text][vc_single_image image=”1087″ img_size=”large”][vc_column_text]Submissive<\/a>, Opposed<\/a>.[\/vc_column_text][vc_column_text]Figure 1. The ‘Rose of Leary’ (Leary, 1957Interpersonal Diagnosis of Personality, A functional Theory and Methodology for Personality Evaluation. New York: The Ronald Press Co.<\/span><\/span>)[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_column_text]Stru\u010dn\u00fd vysvet\u013euj\u00faci odkaz s vybran\u00fdm teoretick\u00fdm r\u00e1mcom pre strategick\u00e9 opatrenia<\/p>\n

S modelom od Zportiva \u201eMeYouWeDo\u201c (‘JaTyMyRob\u00edme’) (Erik Boot<\/a>) , m\u00f4\u017eete spoji\u0165 komplexnos\u0165 soci\u00e1lne emocion\u00e1lneho vz\u0165ahu so v\u0161etk\u00fdmi \u010dinnos\u0165ami, ktor\u00e9 m\u00f4\u017eete robi\u0165 v telocvi\u010dni, na \u0161portovom ihrisku, v lese, v triede alebo na ihrisku.<\/p>\n

Rozvoj soci\u00e1lneho<\/a> spr\u00e1vania sa zvy\u010dajne vyv\u00edja zo zamerania sa na seba (m\u0148a), na kontakt s ostatn\u00fdmi (ty) a nakoniec na kolektivitu skupiny \/ t\u00edmu (my). \u0160es\u0165 farieb m\u00f4\u017ee zn\u00e1zorni\u0165 soci\u00e1lne spr\u00e1vanie aktiv\u00edt v prostred\u00ed PE: biela, modr\u00e1 (Me), \u017elt\u00e1, oran\u017eov\u00e1 (You), zelen\u00e1 a \u010derven\u00e1 (We). Pomocou tejto farebnej sch\u00e9my je mo\u017en\u00e9 pre ka\u017ed\u00e9 die\u0165a \/ skupinu aktiv\u00edt zvoli\u0165 \u00faspe\u0161n\u00e9 sk\u00fasenosti so soci\u00e1lnymi emocion\u00e1lnymi a vz\u0165ahov\u00fdmi schopnos\u0165ami s\u00favisiacimi s telom, pohybom a \u0161portom (Do).[\/vc_column_text][vc_single_image image=”2638″ img_size=”large” css=”.vc_custom_1607634600818{margin-bottom: 35px !important;}”][vc_column_text]V Hellison’s (2011)Vyu\u010dovanie zodpovednosti prostredn\u00edctvom fyzickej aktivity.<\/span> Champaign, IL: Kinetika \u010dloveka.<\/span><\/span> <\/span><\/span> te\u00f3rii vyu\u010dovania zodpovednosti<\/a> prostredn\u00edctvom fyzickej aktivity (TSRP) v s\u00favislosti s telom, pohybom a \u0161portom je vo f\u00e1zach na\u010drtnut\u00e1 postupnos\u0165 smeruj\u00faca k neust\u00e1le sa zvy\u0161uj\u00facej zodpovednosti za seba smerom k v\u00e4\u010d\u0161ej zodpovednosti vo\u010di in\u00fdm. Hellison (2003,2011) zd\u00f4raz\u0148uje hodnoty ako sebakontrola, re\u0161pekt, empatia<\/a>, auton\u00f3mia, starostlivos\u0165, pomoc a sebareflexia. V ka\u017edej \u010dinnosti, vo v\u0161etk\u00fdch farb\u00e1ch sa m\u00f4\u017eu deti nau\u010di\u0165 spr\u00e1vnemu spr\u00e1vaniu a zodpovednosti. Zlo\u017eitos\u0165 prevzatia zodpovednosti sa roz\u0161iruje a prehlbuje v s\u00falade s farebn\u00fdm modelom \u201eMeYouWeDo\u201c:[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_custom_heading text=”T\u0160V <\/b> Scen\u00e1re\/Situ\u00e1cie” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”]\n\t\t\t

<\/p>\n\t\t\t\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"Difficulties\n

Die\u0165a s pr\u00edli\u0161 intenz\u00edvnym \u201esubmis\u00edvnym\u201c spr\u00e1van\u00edm v telesnej v\u00fdchove \/ \u0161porte.<\/b><\/p>\n

Linda (8 rokov) m\u00e1 vy\u010dk\u00e1vac\u00ed pr\u00edstup a nevystupuje v skupine. Vytv\u00e1ra slab\u00fd zrakov\u00fd kontakt a zriedka hovor\u00ed. Je pre \u0148u \u0165a\u017ek\u00e9 vyjadri\u0165 svoje pocity. \u010casto hr\u00e1 nez\u00e1visle, ale z\u00fa\u010dast\u0148uje sa na hodine T\u0160V bez v\u00e4\u010d\u0161\u00edch probl\u00e9mob. Je kontraprodukt\u00edvne vyv\u00edja\u0165 n\u00e1tlak na Lindu, aby vyjadrila svoje pocity. M\u00f4\u017ee ust\u00fapi\u0165 e\u0161te \u010falej a dokonca plaka\u0165. Nie je \u0161ikanovan\u00e1 ani sa jej nikto nevysmieva; m\u00e1 jedn\u00e9ho kamar\u00e1ta, ktor\u00fd je jej ve\u013emi bl\u00edzky, najm\u00e4 na detskom ihrisku. Pri hran\u00ed vonku sa vyh\u00fdba kontaktu s ostatn\u00fdmi a podnik\u00e1 len vlastn\u00e9 iniciat\u00edvy.<\/p>\n

Pri pozorovan\u00ed v telocvi\u010dni s in\u00fdmi de\u0165mi je zrejm\u00e9, \u017ee Linda zaujala postoj \u201epo\u010dk\u00e1m a uvid\u00edm\u201c. V pr\u00edpade skupinovej \u010dinnosti sleduje ostatn\u00fdch. Linda vyzer\u00e1 nap\u00e4t\u00e1, najm\u00e4 pokia\u013e ide o v\u00fdkon, napr\u00edklad sk\u00e1kanie cez \u0161vihadlo. Nie je zru\u010dn\u00e1 v hre, ako je chytanie a h\u00e1dzanie. Vie sa upokoji\u0165, ke\u010f po\u010duje, \u017ee nemus\u00ed robi\u0165 ni\u010d, ak to nechce. M\u00e1lokedy reaguje na in\u00e9 deti. Ke\u010f nie\u010do povie, hovor\u00ed potichu a v\u00f4bec sa nepozer\u00e1 na ostatn\u00e9 deti. \u010casto vyh\u013ead\u00e1va svojho priate\u013ea. Pri hre nepreber\u00e1 iniciat\u00edvu a \u010dasto sa pres\u00fava mimo ihriska<\/p>\nPr\u00edklady inkluz\u00edvnej praxe<\/a> \n\t\t\t\t\t\t\t<\/rs-layer> \n\t\t\t\t\t\t\t<\/rs-layer>Read more \n\t\t\t\t\t\t\t<\/rs-layer>\t\t\t\t\t<\/rs-slide>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"Difficulties\nDie\u0165a s pr\u00edli\u0161 intenz\u00edvnym \u201eodporuj\u00facim\u201c spr\u00e1van\u00edm<\/b>\n<\/p>\n\n

Erik (9 rokov) bol ned\u00e1vno predmetom mnoh\u00fdch pozorovan\u00ed. Lek\u00e1rsky t\u00edm sa zaober\u00e1 jeho nahnevan\u00fdm spr\u00e1van\u00edm a nedostatkom pozit\u00edvneho pr\u00edstupu. Na konci \u0161kolsk\u00e9ho roka sa uva\u017euje o jeho prestupe do \u0161peci\u00e1lneho vzdel\u00e1vacieho syst\u00e9mu. V \u0161kole sa Erik nedok\u00e1\u017ee s\u00fastredi\u0165 na svoje \u00falohy. M\u00e1 podpriemern\u00fa inteligenciu a m\u00e1 probl\u00e9my s pr\u00edstupom k pr\u00e1ci v \u0161kole. Hovor\u00ed nevhodn\u00e9 slov\u00e1 a ukazuje drsn\u00e9 spr\u00e1vanie v bl\u00edzkosti ostatn\u00fdch det\u00ed. Pou\u017e\u00edva n\u00e1siln\u00fd jazyk.<\/p>\n

Pod\u013ea \u0161kolsk\u00e9ho psychol\u00f3ga vykazuje Erik impulz\u00edvne a opozi\u010dn\u00e9 spr\u00e1vanie. Rodi\u010dia Erika sa u\u017e nejak\u00fd \u010das ob\u00e1vaj\u00fa a s\u00fa radi, \u017ee prebieha jeho pozorovanie. D\u00fafaj\u00fa, \u017ee ho bud\u00fa m\u00f4c\u0165 udr\u017ea\u0165 v jeho s\u00fa\u010dasnej \u0161kole.<\/p> \n\t\t\t\t\t\t\t<\/rs-layer>\u2018Opposed\u2019 behaviour<\/b>\n

DUO<\/span><\/h6>\n

Erik (9 years) has recently been the subject of a lot of observations. The care team are concerned with his angry behaviour and lack of change. It is being considered to transfer him to a special education system at the end of the school year. At school Erik is not able to concentrate on his tasks. He has a below-average intelligence and has problems with his attitude to school work. He is talkative and shows rough behaviour in the vicinity of other children. He uses violent language.<\/p>\n

According to the school psychologist, Erik shows impulsive and oppositional behaviour. Erik\u2019s parents have been worried for some time now, and are happy that research is taking place. They hope that he can be maintained at his current school.<\/p>\n

His parents indicate that they find it difficult to control Erik at home due to his impulsive behaviour. He gets angry quickly and fights. He can sometimes hit his younger brother. He does not seem to have any insight into his own behaviour. Punishments like sending to his room seem to have little effect.<\/p>\n

The students begin to practice. Some achieve this task in a few attempts while others, no matter how hard they try, do not progress at the same rate. Julian (11-year old) is one student experiencing difficulties. The issue is that Julian is tossing two balls into the air at the same time; that is, he does not wait until the first ball has reached the peak of its trajectory before tossing the second ball into the air. He is frustrated and begins to move off-task and distract others.<\/p>\nExample of inclusive practice<\/a> \n\t\t\t\t\t\t\t<\/rs-layer> \n\t\t\t\t\t\t\t<\/rs-layer>Read more \n\t\t\t\t\t\t\t<\/rs-layer>

Jeho rodi\u010dia nazna\u010duj\u00fa, \u017ee Erika je pre jeho impulz\u00edvne spr\u00e1vanie \u0165a\u017ek\u00e9 ovl\u00e1da\u0165 aj doma. R\u00fdchlo sa nahnev\u00e1 a bojuje. Niekedy zasiahne svojho mlad\u0161ieho brata. Nezd\u00e1 sa, \u017ee by nemal \u017eiadne vedomosti o svojom spr\u00e1van\u00ed. Zd\u00e1 sa, \u017ee tresty (ako \u201echo\u010f do svojej izby\u201c) maj\u00fa mal\u00fd \u00fa\u010dinok.<\/p>\n

V telocvi\u010dni je zrejm\u00e9, \u017ee Erik rob\u00ed svoje vlastn\u00e9 veci bez prem\u00fd\u0161\u013eania. Napr\u00edklad, ke\u010f hr\u00e1 vo\u013ene, len strie\u013ea loptu do ko\u0161a a neuvedomuje si, \u017ee by t\u00fdm ostatn\u00ed mohli by\u0165 ob\u0165a\u017eovan\u00ed. Potom reaguje na \u010fal\u0161ie die\u0165a, ktor\u00e9 pod\u013ea neho stoj\u00ed v nespr\u00e1vnej l\u00ednii. Ak Erikovi nie je povedan\u00e9, kde, ako a s k\u00fdm hr\u00e1, jeho hra kon\u010d\u00ed a \u010dasto vedie k hnevu vo\u010di in\u00fdm.\nZastra\u0161uje ostatn\u00fdch na ihrisku. Napr\u00edklad, ak chce die\u0165a \u00eds\u0165 po lavi\u010dke, vytla\u010d\u00ed ho. Hnev\u00e1 sa a kri\u010d\u00ed na druh\u00e9 deti pomocou \u00fato\u010dn\u00e9ho jazyka. Nezd\u00e1 sa v\u0161ak, \u017ee by nebol schopn\u00fd ovl\u00e1da\u0165 svoje em\u00f3cie. Je ve\u013emi nepokojn\u00fd. Neust\u00e1ly konflikt znamen\u00e1, \u017ee sa ner\u00e1d hr\u00e1 s ostatn\u00fdmi a najm\u00e4 s ostatn\u00ed si ne\u017eelaj\u00fa hra\u0165 sa s n\u00edm. \n<\/p>\nPr\u00edklady inkluz\u00edvnej praxe<\/a> \n\t\t\t\t\t\t\t<\/rs-layer>\t\t\t\t\t<\/rs-slide>\n\t\t\t\t\t<\/rs-slides>\n\t\t\t\t<\/rs-module>\n\t\t\t\t