Na z\u00e1klad\u011b Vyhl\u00e1\u0161ky \u010d. 197\/2016 novelizuj\u00edc\u00ed vyhl\u00e1\u0161ku 72\/2005 Sb, o poskytov\u00e1n\u00ed poradensk\u00fdch slu\u017eeb ve \u0161kol\u00e1ch a \u0161kolsk\u00fdch poradensk\u00fdch za\u0159\u00edzen\u00edch, a na z\u00e1klad\u011b dlouholet\u00e9 spolupr\u00e1ce t\u00fdmu: v\u00fdchovn\u00e1 poradkyn\u011b, \u0161koln\u00ed metodik prevence, PPP SK \u2013 pracovi\u0161t\u011b \u0158\u00ed\u010dany, bylo z\u0159\u00edzeno \u0160koln\u00ed poradensk\u00e9 pracovi\u0161t\u011b.<\/p>\n
Konzultace prob\u00edhaj\u00ed na z\u00e1klad\u011b dohody e-mailem, nebo na z\u00e1klad\u011b telefonick\u00e9 dohody.<\/p>\n
1. Kari\u00e9rov\u00e9 poradenstv\u00ed a poradensk\u00e1 pomoc p\u0159i rozhodov\u00e1n\u00ed o dal\u0161\u00ed vzd\u011bl\u00e1vac\u00ed a profesn\u00ed cest\u011b \u017e\u00e1k\u016f, tj. zejm\u00e9na:<\/p>\n
2. Vyhled\u00e1v\u00e1n\u00ed a orienta\u010dn\u00ed \u0161et\u0159en\u00ed \u017e\u00e1k\u016f, jejich\u017e v\u00fdvoj a vzd\u011bl\u00e1v\u00e1n\u00ed vy\u017eaduj\u00ed zvl\u00e1\u0161tn\u00ed pozornost a p\u0159\u00edprava n\u00e1vrh\u016f na dal\u0161\u00ed p\u00e9\u010di o tyto \u017e\u00e1ky, v\u010detn\u011b spolupr\u00e1ce na p\u0159\u00edprav\u011b, kontrole a evidenci pl\u00e1nu pedagogick\u00e9 podpory pro \u017e\u00e1ky s pot\u0159ebou podp\u016frn\u00e9ho opat\u0159en\u00ed v 1. stupni.<\/p>\n
3. Zprost\u0159edkov\u00e1n\u00ed vstupn\u00ed a pr\u016fb\u011b\u017en\u00e9 diagnostiky speci\u00e1ln\u00edch vzd\u011bl\u00e1vac\u00edch pot\u0159eb a mimo\u0159\u00e1dn\u00e9ho nad\u00e1n\u00ed a interven\u010dn\u00edch \u010dinnost\u00ed pro \u017e\u00e1ky se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami nebo mimo\u0159\u00e1dn\u011b nadan\u00e9 \u017e\u00e1ky ve \u0161kolsk\u00fdch poradensk\u00fdch za\u0159\u00edzen\u00edch.<\/p>\n
4. Spolupr\u00e1ce se \u0161kolsk\u00fdmi poradensk\u00fdmi za\u0159\u00edzen\u00edmi p\u0159i zaji\u0161\u0165ov\u00e1n\u00ed podp\u016frn\u00fdch opat\u0159en\u00ed pro \u017e\u00e1ky se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami a interven\u010dn\u00edch \u010dinnost\u00ed pro \u017e\u00e1ky se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami.<\/p>\n
5. P\u0159\u00edprava podm\u00ednek pro vzd\u011bl\u00e1v\u00e1n\u00ed \u017e\u00e1k\u016f se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami ve \u0161kole, koordinace poskytov\u00e1n\u00ed poradensk\u00fdch slu\u017eeb t\u011bmto \u017e\u00e1k\u016fm \u0161kolou a \u0161kolsk\u00fdmi poradensk\u00fdmi za\u0159\u00edzen\u00edmi a koordinace vzd\u011bl\u00e1vac\u00edch opat\u0159en\u00ed u t\u011bchto \u017e\u00e1k\u016f.<\/p>\n
1. Metodick\u00e1 pomoc pedagogick\u00fdm pracovn\u00edk\u016fm \u0161koly:<\/p>\n
2. Zprost\u0159edkov\u00e1n\u00ed nov\u00fdch metod pedagogick\u00e9 diagnostiky a intervence pedagogick\u00fdm pracovn\u00edk\u016fm \u0161koly.<\/p>\n
3. Metodick\u00e1 pomoc pedagogick\u00fdm pracovn\u00edk\u016fm \u0161koly v ot\u00e1zk\u00e1ch kari\u00e9rov\u00e9ho rozhodov\u00e1n\u00ed \u017e\u00e1k\u016f, integrace, individu\u00e1ln\u00edch vzd\u011bl\u00e1vac\u00edch pl\u00e1n\u016f, pr\u00e1ce s nadan\u00fdmi \u017e\u00e1ky apod.<\/p>\n
4. P\u0159ed\u00e1v\u00e1n\u00ed odborn\u00fdch informac\u00ed z oblasti kari\u00e9rov\u00e9ho poradenstv\u00ed a p\u00e9\u010de o \u017e\u00e1ky se speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami pedagogick\u00fdm pracovn\u00edk\u016fm \u0161koly.<\/p>\n
5. Poskytov\u00e1n\u00ed informac\u00ed o \u010dinnosti \u0161koly, \u0161kolsk\u00fdch a dal\u0161\u00edch poradensk\u00fdch za\u0159\u00edzen\u00ed v regionu, o jejich zam\u011b\u0159en\u00ed, kompetenc\u00edch a o mo\u017enostech vyu\u017e\u00edv\u00e1n\u00ed jejich slu\u017eeb \u017e\u00e1k\u016fm a jejich z\u00e1konn\u00fdm z\u00e1stupc\u016fm.<\/p>\n
6. Shroma\u017e\u010fov\u00e1n\u00ed odborn\u00fdch zpr\u00e1v a informac\u00ed o \u017e\u00e1c\u00edch v poradensk\u00e9 p\u00e9\u010di dal\u0161\u00edch poradensk\u00fdch za\u0159\u00edzen\u00ed a jejich zaji\u0161t\u011bn\u00ed v souladu se z\u00e1konem o ochran\u011b osobn\u00edch \u00fadaj\u016f.<\/p>\n
7. Veden\u00ed p\u00edsemn\u00fdch z\u00e1znam\u016f umo\u017e\u0148uj\u00edc\u00edch dolo\u017eit rozsah a obsah \u010dinnosti v\u00fdchovn\u00e9ho poradce, navr\u017een\u00e1 a realizovan\u00e1 opat\u0159en\u00ed.<\/p>\n
1. Koordinace tvorby, kontrola, evaluace a participace p\u0159i realizaci minim\u00e1ln\u00edho preventivn\u00edho programu \u0161koly.<\/p>\n
2. Koordinace a participace na realizaci aktivit \u0161koly zam\u011b\u0159en\u00fdch na prevenci z\u00e1\u0161kol\u00e1ctv\u00ed, z\u00e1vislost\u00ed, n\u00e1sil\u00ed, vandalismu, sexu\u00e1ln\u00edho zneu\u017e\u00edv\u00e1n\u00ed, zneu\u017e\u00edv\u00e1n\u00ed sektami, rasismu axenofobie, prekrimin\u00e1ln\u00edho a krimin\u00e1ln\u00edho chov\u00e1n\u00ed, rizikov\u00fdch projev\u016f sebepo\u0161kozov\u00e1n\u00ed a dal\u0161\u00edch projev\u016f rizikov\u00e9ho chov\u00e1n\u00ed.<\/p>\n
3. Metodick\u00e9 veden\u00ed \u010dinnosti pedagogick\u00fdch pracovn\u00edk\u016f \u0161koly v oblasti prevence rizikov\u00e9ho chov\u00e1n\u00ed. Vyhled\u00e1v\u00e1n\u00ed a nastaven\u00ed vhodn\u00e9 podpory sm\u011b\u0159uj\u00edc\u00ed k odstran\u011bn\u00ed rizikov\u00e9ho chov\u00e1n\u00ed.<\/p>\n
4. Koordinace vzd\u011bl\u00e1v\u00e1n\u00ed pedagogick\u00fdch pracovn\u00edk\u016f \u0161koly v oblasti prevence rizikov\u00e9ho chov\u00e1n\u00ed.<\/p>\n
5. Individu\u00e1ln\u00ed a skupinov\u00e1 pr\u00e1ce se \u017e\u00e1ky s obt\u00ed\u017eemi v adaptaci, se soci\u00e1ln\u011b – vztahov\u00fdmi probl\u00e9my, s rizikov\u00fdm chov\u00e1n\u00edm a probl\u00e9my, kter\u00e9 negativn\u011b ovliv\u0148uj\u00ed jejich vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n
6. Koordinace p\u0159\u00edpravy a realizace aktivit zam\u011b\u0159en\u00fdch na zapojov\u00e1n\u00ed multikulturn\u00edch prvk\u016f do vzd\u011bl\u00e1vac\u00edho procesu a na integraci \u017e\u00e1k\u016f\/cizinc\u016f; prioritou v r\u00e1mci tohoto procesu je prevence rasizmu, xenofobie a dal\u0161\u00edch jev\u016f, kter\u00e9 souvisej\u00ed s p\u0159ij\u00edm\u00e1n\u00edm odli\u0161nosti.<\/p>\n
7. Koordinace spolupr\u00e1ce \u0161koly s org\u00e1ny st\u00e1tn\u00ed spr\u00e1vy a samospr\u00e1vy, kter\u00e9 maj\u00ed v kompetenci problematiku prevence rizikov\u00e9ho chov\u00e1n\u00ed, s metodikem preventivn\u00edch aktivit v poradn\u011b a s poradensk\u00fdmi, terapeutick\u00fdmi, preventivn\u00edmi, krizov\u00fdmi, a dal\u0161\u00edmi odborn\u00fdmi pracovi\u0161ti, za\u0159\u00edzen\u00edmi a institucemi, kter\u00e9 p\u016fsob\u00ed v oblasti prevence rizikov\u00e9ho chov\u00e1n\u00ed.<\/p>\n
8. Kontaktov\u00e1n\u00ed odpov\u00eddaj\u00edc\u00edho odborn\u00e9ho pracovi\u0161t\u011b a participace na intervenci a n\u00e1sledn\u00e9 p\u00e9\u010di v p\u0159\u00edpad\u011b akutn\u00edho v\u00fdskytu rizikov\u00e9ho chov\u00e1n\u00ed.<\/p>\n
9. Shroma\u017e\u010fov\u00e1n\u00ed odborn\u00fdch zpr\u00e1v a informac\u00ed o \u017e\u00e1c\u00edch v poradensk\u00e9 p\u00e9\u010di specializovan\u00fdch poradensk\u00fdch za\u0159\u00edzen\u00ed v r\u00e1mci prevence rizikov\u00e9ho chov\u00e1n\u00ed v souladu se z\u00e1konem o ochran\u011b osobn\u00edch \u00fadaj\u016f.<\/p>\n
10. Veden\u00ed p\u00edsemn\u00fdch z\u00e1znam\u016f umo\u017e\u0148uj\u00edc\u00edch dolo\u017eit rozsah a obsah \u010dinnosti \u0161koln\u00edho metodika prevence, navr\u017een\u00e1 a realizovan\u00e1 opat\u0159en\u00ed.<\/p>\n
1. Zaji\u0161\u0165ov\u00e1n\u00ed a p\u0159ed\u00e1v\u00e1n\u00ed odborn\u00fdch informac\u00ed o problematice rizikov\u00e9ho chov\u00e1n\u00ed, o nab\u00eddk\u00e1ch program\u016f a projekt\u016f, o metod\u00e1ch a form\u00e1ch specifick\u00e9 prim\u00e1rn\u00ed prevence pedagogick\u00fdm pracovn\u00edk\u016fm \u0161koly.<\/p>\n
2. Prezentace v\u00fdsledk\u016f preventivn\u00ed pr\u00e1ce \u0161koly, z\u00edsk\u00e1v\u00e1n\u00ed nov\u00fdch odborn\u00fdch informac\u00ed a zku\u0161enost\u00ed.<\/p>\n
3. Veden\u00ed a pr\u016fb\u011b\u017en\u00e9 aktualizov\u00e1n\u00ed datab\u00e1ze spolupracovn\u00edk\u016f \u0161koly pro oblast prevence rizikov\u00e9ho chov\u00e1n\u00ed, zejm\u00e9na org\u00e1n\u016f st\u00e1tn\u00ed spr\u00e1vy a samospr\u00e1vy, st\u0159edisek v\u00fdchovn\u00e9 p\u00e9\u010de, poskytovatel\u016f soci\u00e1ln\u00edch slu\u017eeb, zdravotnick\u00fdch za\u0159\u00edzen\u00ed, Policie \u010cesk\u00e9 republiky, org\u00e1n\u016f soci\u00e1ln\u011b-pr\u00e1vn\u00ed ochrany d\u011bt\u00ed, nest\u00e1tn\u00edch organizac\u00ed p\u016fsob\u00edc\u00ed v oblasti prevence, center krizov\u00e9 intervence a dal\u0161\u00edch za\u0159\u00edzen\u00ed, instituc\u00ed a jednotliv\u00fdch odborn\u00edk\u016f.<\/p>\n
4. P\u0159ed\u00e1v\u00e1n\u00ed informac\u00ed a zpr\u00e1v o realizovan\u00fdch preventivn\u00edch programech z\u00e1konn\u00fdm z\u00e1stupc\u016fm, pedagogick\u00fdm pracovn\u00edk\u016fm \u0161koly a \u0161kolsk\u00e9mu poradensk\u00e9mu za\u0159\u00edzen\u00ed.<\/p>\n
5. Veden\u00ed dokumentace, evidence a administrativa souvisej\u00edc\u00ed se standardn\u00edmi \u010dinnostmi v souladu se z\u00e1konem o ochran\u011b osobn\u00edch \u00fadaj\u016f a p\u0159ed\u00e1v\u00e1n\u00ed informac\u00ed o realizovan\u00fdch preventivn\u00edch programech \u0161koly pro pot\u0159eby zpracov\u00e1n\u00ed anal\u00fdz, statistik a krajsk\u00fdch pl\u00e1n\u016f prevence.<\/p>\n
1. Vyhled\u00e1v\u00e1n\u00ed a orienta\u010dn\u00ed \u0161et\u0159en\u00ed \u017e\u00e1k\u016f s rizikem \u010di projevy rizikov\u00e9ho chov\u00e1n\u00ed; poskytov\u00e1n\u00ed poradensk\u00fdch slu\u017eeb t\u011bmto \u017e\u00e1k\u016fm a jejich z\u00e1konn\u00fdm z\u00e1stupc\u016fm, p\u0159\u00edpadn\u011b zaji\u0161\u0165ov\u00e1n\u00ed p\u00e9\u010de odpov\u00eddaj\u00edc\u00edho odborn\u00e9ho pracovi\u0161t\u011b ve spolupr\u00e1ci s t\u0159\u00eddn\u00edmi u\u010diteli.<\/p>\n
2. Spolupr\u00e1ce s t\u0159\u00eddn\u00edmi u\u010diteli p\u0159i zachycov\u00e1n\u00ed varovn\u00fdch sign\u00e1l\u016f spojen\u00fdch s mo\u017enost\u00ed rozvoje rizikov\u00e9ho chov\u00e1n\u00ed u jednotliv\u00fdch \u017e\u00e1k\u016f a t\u0159\u00edd a participace na sledov\u00e1n\u00ed \u00farovn\u011b rizikov\u00fdch faktor\u016f, kter\u00e9 jsou v\u00fdznamn\u00e9 pro rozvoj rizikov\u00e9ho chov\u00e1n\u00ed ve \u0161kole.<\/p>\n
3. P\u0159\u00edprava podm\u00ednek pro integraci \u017e\u00e1k\u016f se specifick\u00fdmi poruchami chov\u00e1n\u00ed ve \u0161kole a koordinace poskytov\u00e1n\u00ed poradensk\u00fdch a preventivn\u00edch slu\u017eeb t\u011bmto \u017e\u00e1k\u016fm \u0161kolou a specializovan\u00fdmi \u0161kolsk\u00fdmi za\u0159\u00edzen\u00edmi.<\/p>\n
Vych\u00e1z\u00ed ze \u0160koln\u00ed preventivn\u00ed strategie.<\/p>\n
Z\u00e1kladn\u00edmi c\u00edli strategie prim\u00e1rn\u00ed prevence rizikov\u00e9ho chov\u00e1n\u00ed jsou:<\/p>\n
C\u00edlem p\u016fsoben\u00ed v oblasti prevence rizikov\u00e9ho chov\u00e1n\u00ed je d\u00edt\u011b odpov\u011bdn\u00e9 za vlastn\u00ed chov\u00e1n\u00ed a zp\u016fsob \u017eivota v m\u00ed\u0159e p\u0159im\u011b\u0159en\u00e9 jeho v\u011bku:<\/p>\n
Budujeme vz\u00e1jemnou d\u016fv\u011bru mezi u\u010ditelem a \u017e\u00e1kem. \u017d\u00e1k v\u00ed, \u017ee se m\u016f\u017ee na u\u010ditele obr\u00e1tit a bude respektov\u00e1n jeho n\u00e1zor, jeho pot\u0159eby. U\u010ditel se zaj\u00edm\u00e1 o \u017e\u00e1ka, podn\u011bcuje dialog. U\u010ditel z\u00edsk\u00e1v\u00e1 d\u016fv\u011bru \u017e\u00e1ka i prost\u0159ednictv\u00edm budov\u00e1n\u00ed vztahu s rodinou, soci\u00e1ln\u00edm prost\u0159ed\u00edm \u017e\u00e1ka. P\u0159i \u0159e\u0161en\u00ed probl\u00e9m\u016f je u\u010ditel otev\u0159en komunikaci s \u017e\u00e1kem, s rodi\u010dem, \u0161ir\u0161\u00ed rodinou, ostatn\u00edmi pedagogy, v\u00fdchovn\u00fdm poradcem, ad. Na z\u00e1klad\u011b dosa\u017een\u00ed dohody o spole\u010dn\u00fdch c\u00edlech a postupech doch\u00e1z\u00ed k celkov\u00e9 a jednotn\u00e9 podpo\u0159e \u017e\u00e1ka.<\/p>\n
\u017d\u00e1ci velkou \u010d\u00e1st vyu\u010dov\u00e1n\u00ed spolupracuj\u00ed ve dvojic\u00edch, ve skupin\u00e1ch, ve skupin\u00e1ch nap\u0159\u00ed\u010d t\u0159\u00eddami. U\u010ditel v\u011bnuje pozornost spolupr\u00e1ci ve skupin\u00e1ch, podporuje naslouch\u00e1n\u00ed, zapojen\u00ed v\u0161ech \u010dlen\u016f skupiny, reflektuje s \u017e\u00e1ky skupinovou pr\u00e1ci a podporuje tak rozvoj kompetenc\u00ed t\u00fdmov\u00e9 pr\u00e1ce, \u0159e\u0161en\u00ed konfliktu (u\u010ditel podporuje odpov\u011bdnost \u017e\u00e1ka za \u0159e\u0161en\u00ed konfliktu). \u017d\u00e1ci se u\u010d\u00ed v\u00e9st diskuzi, vyjad\u0159ovat sv\u00e9 n\u00e1zory, naslouchat druh\u00fdm a vhodn\u00fdm zp\u016fsobem reagovat na kritiku. Jednou z mo\u017enost\u00ed je nap\u0159\u00edklad veden\u00ed komunitn\u00edho kruhu, ve kter\u00e9m m\u00e1 ka\u017ed\u00fd pr\u00e1vo diskutovat na z\u00e1klad\u011b pravidel diskuse, sd\u00edlet sv\u00e9 pocity, obavy, radosti, z\u00e1\u017eitky, podn\u011bty k \u017eivotu t\u0159\u00eddy, kl\u00e1st ot\u00e1zky.<\/p>\n
V r\u00e1mci projekt\u016f se \u017e\u00e1ci mohou bl\u00ed\u017ee sezn\u00e1mit s d\u011bn\u00edm kolem sebe a aktu\u00e1ln\u00edmi t\u00e9maty. Umo\u017e\u0148uje intenzivn\u00ed spolupr\u00e1ci t\u0159\u00edd v r\u00e1mci \u0161koly. Celo\u0161koln\u00ed projekt ( nap\u0159.V\u00e1no\u010dn\u00ed prodejn\u00ed v\u00fdstava, Ly\u017ea\u0159sk\u00fd a brusla\u0159sk\u00fd kurz, \u0160kolav p\u0159\u00edrod\u011b, Den d\u011bt\u00ed aj.), nav\u00edc podporuje spolupr\u00e1ci \u017e\u00e1k\u016f nap\u0159\u00ed\u010d t\u0159\u00eddami a nap\u0159\u00ed\u010d ro\u010dn\u00edky. \u017d\u00e1ci se navz\u00e1jem pozn\u00e1vaj\u00ed a dok\u00e1\u017e\u00ed spolupracovat star\u0161\u00ed s mlad\u0161\u00edmi. Je to podstatn\u00fd prvek prevence \u0161ikany star\u0161\u00edch \u017e\u00e1k\u016f v\u016f\u010di mlad\u0161\u00edm.<\/p>\n
\u017d\u00e1ci dost\u00e1vaj\u00ed komplexn\u00ed zp\u011btnou vazbu od u\u010ditele. Jsou informov\u00e1ni o sv\u00e9m pokroku i nedostatc\u00edch. Je oce\u0148ov\u00e1no \u00fasil\u00ed \u017e\u00e1ka a m\u00edra jeho pokroku bez srovn\u00e1v\u00e1n\u00ed s v\u00fdkonem ostatn\u00edch. Je podporov\u00e1n jeho individu\u00e1ln\u00ed talent a z\u00e1jem. Diferenciace v\u00fduky m\u016f\u017ee prob\u00edhat prost\u0159ednictv\u00edm pr\u00e1ce ve skupin\u00e1ch podle zam\u011b\u0159en\u00ed \u017e\u00e1ka. Pom\u00e1h\u00e1me \u017e\u00e1kovi vybudovat si d\u016fv\u011bru v sebe, ve vlastn\u00ed s\u00edly, pozitivn\u00ed vztah k okoln\u00edmu sv\u011btu.<\/p>\n
U\u010ditel\u00e9 nab\u00edzej\u00ed v\u0161em rodi\u010d\u016fm mo\u017enost individu\u00e1ln\u00ed konzultace. Rodi\u010de maj\u00ed tak\u00e9 mo\u017enost nav\u0161t\u00edvit i v\u00fduku, pozn\u00e1vaj\u00ed tak prost\u0159ed\u00ed \u0161koly a l\u00e9pe tak ch\u00e1pou pot\u0159eby sv\u00fdch d\u011bt\u00ed ve \u0161kole. Rodi\u010de budou o programu informovat p\u0159edev\u0161\u00edm t\u0159\u00eddn\u00ed u\u010ditel\u00e9 na t\u0159\u00eddn\u00edch sch\u016fzk\u00e1ch. Informovanost bude zam\u011b\u0159ena zejm\u00e9na na oblast prevence u\u017e\u00edv\u00e1n\u00ed n\u00e1vykov\u00fdch l\u00e1tek a \u0161ikany. Rodi\u010d\u016fm ka\u017ed\u00e9ho \u017e\u00e1ka jsou p\u0159\u00edstupn\u00e9 informace, kter\u00e9 obsahuj\u00ed nezbytn\u00e1 telefonn\u00ed \u010d\u00edsla a adresy, z\u00e1kladn\u00ed seznam zm\u011bn chov\u00e1n\u00ed, kter\u00e9 by se mohly u jejich d\u011bt\u00ed vyskytnout, ale i n\u011bkolik u\u017eite\u010dn\u00fdch rad, jak se zachovat, zjist\u00ed-li u sv\u00e9ho potomka z\u00e1vislost \u010di stane-li se jejich d\u00edt\u011b ob\u011bt\u00ed \u0161ikany.<\/p>\n
U\u010ditel v\u011bnuje pozornost \u017e\u00e1k\u016fm, registruje sign\u00e1ly o mo\u017en\u00e9m probl\u00e9mu \u017e\u00e1ka a hled\u00e1 p\u0159\u00ed\u010diny a vhodn\u00e9 formy n\u00e1pravy. Pokud je t\u0159eba, spolupracuje s rodi\u010di , v\u00fdchovn\u00fdm poradcem a \u0161koln\u00edm psychologem, kter\u00fd se zapoj\u00ed do diagnostick\u00e9ho a terapeutick\u00e9ho procesu. P\u0159\u00edpadn\u011b je vyu\u017e\u00edv\u00e1no dal\u0161\u00edch odborn\u00fdch instituc\u00ed (PPP aj.)<\/p>\n
Poru\u0161ov\u00e1n\u00ed \u0161koln\u00edho \u0159\u00e1du, t\u00fdkaj\u00edc\u00edho se dr\u017een\u00ed, distribuce a u\u017e\u00edv\u00e1n\u00ed n\u00e1vykov\u00fdch l\u00e1tek v prostor\u00e1ch \u0161koly, je klasifikov\u00e1no jako hrub\u00fd p\u0159estupek a jsou vyvozeny pat\u0159i\u010dn\u00e9 sankce. Jsou sledov\u00e1ny i dal\u0161\u00ed rizikov\u00e1 chov\u00e1n\u00ed – \u0161ikana, vandalismus, brutalita, rasismus atd. P\u0159i jejich zji\u0161t\u011bn\u00ed jsou navr\u017eena c\u00edlen\u00e1 opat\u0159en\u00ed. V p\u0159\u00edpad\u011b, kdy sel\u017ee prevence ve \u0161kole, bude p\u0159istoupeno k n\u00e1sleduj\u00edc\u00edm opat\u0159en\u00edm:<\/p>\n
Informace budou zve\u0159ej\u0148ov\u00e1ny na webov\u00fdch str\u00e1nk\u00e1ch \u0161koly a na n\u00e1st\u011bnk\u00e1ch vhodn\u011b rozm\u00edst\u011bn\u00fdch v budov\u011b \u0161koly. Informace obsahuj\u00ed d\u016fle\u017eit\u00e1 telefonn\u00ed \u010d\u00edsla a adresy (linky d\u016fv\u011bry apod.) a dal\u0161\u00ed informace, kter\u00e9 se vztahuj\u00ed k t\u00e9mat\u016fm za\u0159azen\u00fdm do Minim\u00e1ln\u00edho preventivn\u00edho programu. Na v\u00fdb\u011bru t\u00e9mat um\u00edst\u011bn\u00fdch na n\u00e1st\u011bnku se mohou \u017e\u00e1ci sami pod\u00edlet pr\u00e1v\u011b sv\u00fdmi dotazy\u00a0 hazovan\u00fdmi do schr\u00e1nky d\u016fv\u011bry. Dal\u0161\u00edm informa\u010dn\u00edm zdrojem pro \u017e\u00e1ky a hlavn\u011b vyu\u010duj\u00edc\u00ed jsou materi\u00e1ly k prevenci rizikov\u00e9ho chov\u00e1n\u00ed, kter\u00e9 jsou k dispozici u metodika prevence. Jejich seznam je p\u0159\u00edstupn\u00fd v\u0161em pedagogick\u00fdm pracovn\u00edk\u016fm.<\/p>\n
U\u010ditel v\u011bnuje pozornost \u017e\u00e1k\u016fm, registruje sign\u00e1ly o mo\u017en\u00e9m probl\u00e9mu \u017e\u00e1ka a hled\u00e1 p\u0159\u00ed\u010diny a vhodn\u00e9 formy n\u00e1pravy. Pokud je t\u0159eba, spolupracuje s rodi\u010di, v\u00fdchovn\u00fdm poradcem, p\u0159\u00edpadn\u011b je vyu\u017e\u00edv\u00e1no dal\u0161\u00edch odborn\u00fdch instituc\u00ed (PPP aj.)<\/p>\n
(Vych\u00e1z\u00ed z MPP)<\/p>\n
\u0160ikanov\u00e1n\u00ed je jak\u00e9koliv chov\u00e1n\u00ed, jeho\u017e z\u00e1m\u011brem je ubl\u00ed\u017eit, ohrozit nebo zastra\u0161ovat \u017e\u00e1ka, p\u0159\u00edpadn\u011b skupinu \u017e\u00e1k\u016f. Spo\u010d\u00edv\u00e1 v c\u00edlen\u00fdch a opakovan\u00fdch fyzick\u00fdch a psychick\u00fdch \u00fatoc\u00edch jedincem nebo skupinou v\u016f\u010di jedinci \u010di skupin\u011b \u017e\u00e1k\u016f, kte\u0159\u00ed se neum\u00ed nebo z nejr\u016fzn\u011bj\u0161\u00edch d\u016fvod\u016f nemohou br\u00e1nit. Zahrnuje jak fyzick\u00e9 \u00fatoky v podob\u011b bit\u00ed, vyd\u00edr\u00e1n\u00ed, loupe\u017e\u00ed, po\u0161kozov\u00e1n\u00ed v\u011bc\u00ed, tak i \u00fatoky slovn\u00ed v podob\u011b nad\u00e1vek, pomluv, vyhro\u017eov\u00e1n\u00ed \u010di poni\u017eov\u00e1n\u00ed. M\u016f\u017ee m\u00edt i formu sexu\u00e1ln\u00edho obt\u011b\u017eov\u00e1n\u00ed a\u017e zneu\u017e\u00edv\u00e1n\u00ed. Nov\u011b se m\u016f\u017ee realizovat i prost\u0159ednictv\u00edm elektronick\u00e9 komunikace, jedn\u00e1 se o tzv. kyber\u0161ikanu. Ta zahrnuje \u00fatoky pomoc\u00ed e-mail\u016f, sms zpr\u00e1v, vyv\u011b\u0161ov\u00e1n\u00ed ur\u00e1\u017eliv\u00fdch materi\u00e1l\u016f na internetov\u00e9 str\u00e1nky apod. \u0160ikana se projevuje i v nep\u0159\u00edm\u00e9 podob\u011b jako demonstrativn\u00ed p\u0159ehl\u00ed\u017een\u00ed a ignorov\u00e1n\u00ed \u017e\u00e1ka \u010di \u017e\u00e1k\u016f t\u0159\u00eddn\u00ed nebo jinou skupinou spolu\u017e\u00e1k\u016f. Nebezpe\u010d\u00ed p\u016fsoben\u00ed \u0161ikany spo\u010d\u00edv\u00e1 zvl\u00e1\u0161t\u011b v z\u00e1va\u017enosti, dlouhodobosti a nez\u0159\u00eddka v celo\u017eivotn\u00edch n\u00e1sledc\u00edch na du\u0161evn\u00ed a t\u011blesn\u00e9
\nzdrav\u00ed ob\u011bti.<\/p>\n
Prvn\u00ed stadium: Zrod ostrakismu<\/strong><\/p>\n Jde o m\u00edrn\u00e9, p\u0159ev\u00e1\u017en\u011b psychick\u00e9 formy n\u00e1sil\u00ed, kdy se okrajov\u00fd \u010dlen skupiny nec\u00edt\u00ed dob\u0159e. Je neobl\u00edben a nen\u00ed uzn\u00e1v\u00e1n. Ostatn\u00ed ho v\u00edce \u010di m\u00e9n\u011b odm\u00edtaj\u00ed, nebav\u00ed se s n\u00edm, pomlouvaj\u00ed ho, sp\u0159\u00e1daj\u00ed proti n\u011bmu intriky, d\u011blaj\u00ed na jeho \u00fa\u010det \u201edrobn\u00e9\u201c legr\u00e1cky apod. Tato situace je ji\u017e z\u00e1rode\u010dnou podobou \u0161ikanov\u00e1n\u00ed a obsahuje riziko dal\u0161\u00edho negativn\u00edho v\u00fdvoje.<\/p>\n Druh\u00e9 stadium: Fyzick\u00e1 agrese a p\u0159itvrzov\u00e1n\u00ed manipulace<\/strong><\/p>\n V z\u00e1t\u011b\u017eov\u00fdch situac\u00edch (co\u017e m\u016f\u017ee b\u00fdt i \u0161kolou vytv\u00e1\u0159en\u00e9 konkuren\u010dn\u00ed prost\u0159ed\u00ed), kdy ve skupin\u011b stoup\u00e1 nap\u011bt\u00ed, za\u010dnou ostrakizovan\u00ed \u017e\u00e1ci slou\u017eit jako hromosvod. Spolu\u017e\u00e1ci si na nich odreagov\u00e1vaj\u00ed nep\u0159\u00edjemn\u00e9 pocity, nap\u0159\u00edklad z o\u010dek\u00e1van\u00e9 t\u011b\u017ek\u00e9 p\u00edsemn\u00e9 pr\u00e1ce, z konfliktu s u\u010ditelem nebo prost\u011b jen z toho, \u017ee chozen\u00ed do \u0161koly je obt\u011b\u017euje. Manipulace se p\u0159itvrzuje a objevuje se zprvu ponejv\u00edce subtiln\u00ed fyzick\u00e1 agrese. Stup\u0148ov\u00e1n\u00ed agrese m\u016f\u017ee b\u00fdt d\u00e1no tak\u00e9 ne\u0159e\u0161en\u00edm p\u0159edchoz\u00ed situace.<\/p>\n T\u0159et\u00ed stadium (kl\u00ed\u010dov\u00fd moment): Vytvo\u0159en\u00ed j\u00e1dra<\/strong><\/p>\n Vytv\u00e1\u0159\u00ed se skupina agresor\u016f, \u00fadern\u00e9 j\u00e1dro. Tito \u0161i\u0159itel\u00e9 \u201eviru\u201c za\u010dnou spolupracovat a systematicky, nikoliv ji\u017e pouze n\u00e1hodn\u011b, \u0161ikanovat nejvhodn\u011bj\u0161\u00ed ob\u011bti. V po\u010d\u00e1tku se st\u00e1vaj\u00ed jejich ob\u011b\u0165mi ti, kte\u0159\u00ed jsou u\u017e osv\u011bd\u010den\u00fdm objektem ostrakizov\u00e1n\u00ed. T\u0159\u00edda v\u00ed, o koho jde. Jde o \u017e\u00e1ky, kte\u0159\u00ed jsou v hierarchii nejn\u00ed\u017ee, tedy ti \u201eslab\u00ed\u201c. V\u011bt\u0161inou plat\u00ed mezi ostatn\u00edmi \u017e\u00e1ky n\u00e1zor – \u201erad\u011bji on, ne\u017e j\u00e1\u201c.<\/p>\n \u010ctvrt\u00e9 stadium: V\u011bt\u0161ina p\u0159ij\u00edm\u00e1 normy<\/strong><\/p>\n Normy agresor\u016f jsou p\u0159ijaty v\u011bt\u0161inou a stanou se nepsan\u00fdm z\u00e1konem. V t\u00e9to dob\u011b z\u00edsk\u00e1v\u00e1 neform\u00e1ln\u00ed tlak ke konformit\u011b novou dynamiku a m\u00e1lokdo se mu dok\u00e1\u017ee postavit. Plat\u00ed \u201eBu\u010f jsi s n\u00e1mi, nebo proti n\u00e1m.\u201c U \u010dlen\u016f \u201evirem\u201c p\u0159emo\u017een\u00e9 skupiny doch\u00e1z\u00ed k vytvo\u0159en\u00ed jak\u00e9si alternativn\u00ed identity, kter\u00e1 je zcela poplatn\u00e1 v\u016fdc\u016fm. I m\u00edrn\u00ed a uk\u00e1zn\u011bn\u00ed \u017e\u00e1ci se za\u010dnou chovat krut\u011b \u2013 aktivn\u011b se \u00fa\u010dastn\u00ed t\u00fdr\u00e1n\u00ed spolu\u017e\u00e1ka a pro\u017e\u00edvaj\u00ed p\u0159i tom uspokojen\u00ed.<\/p>\n P\u00e1t\u00e9 stadium: Totalita neboli dokonal\u00e1 \u0161ikana<\/strong><\/p>\n N\u00e1sil\u00ed jako normu p\u0159ij\u00edmaj\u00ed v\u0161ichni \u010dlenov\u00e9 t\u0159\u00eddy. \u0160ikanov\u00e1n\u00ed se st\u00e1v\u00e1 skupinov\u00fdm programem. Obrazn\u011b \u0159e\u010deno nast\u00e1v\u00e1 \u00e9ra \u201evyko\u0159is\u0165ov\u00e1n\u00ed\u201c. \u017d\u00e1ci jsou rozd\u011bleni na dv\u011b sorty lid\u00ed, kter\u00e9 pro p\u0159ehlednost m\u016f\u017eeme ozna\u010dit jako \u201eotrok\u00e1\u0159e\u201c a \u201eotroky\u201c. Jedni maj\u00ed v\u0161echna pr\u00e1va, ti druz\u00ed nemaj\u00ed pr\u00e1va \u017e\u00e1dn\u00e1. Ve \u010dtvrt\u00e9m a p\u00e1t\u00e9m stadiu hroz\u00ed re\u00e1ln\u00e9 riziko pror\u016fst\u00e1n\u00ed parastruktury \u0161ikany do ofici\u00e1ln\u00ed \u0161koln\u00ed struktury. St\u00e1v\u00e1 se to v p\u0159\u00edpad\u011b, kdy inici\u00e1tor \u0161ikanov\u00e1n\u00ed je sociometrickou hv\u011bzdou. Je \u017e\u00e1kem s v\u00fdborn\u00fdm prosp\u011bchem, m\u00e1 kultivovan\u00e9 chov\u00e1n\u00ed a ochotn\u011b pom\u00e1h\u00e1 pedagogovi plnit jeho \u00fakoly.<\/p>\n Zvl\u00e1\u0161tnosti u psychick\u00fdch \u0161ikan<\/strong><\/p>\n U psychick\u00fdch \u0161ikan z\u016fst\u00e1v\u00e1 princip stadi\u00ed nezm\u011bn\u011bn. Nicm\u00e9n\u011b jejich podoba je jin\u00e1. V pop\u0159ed\u00ed je nep\u0159\u00edm\u00e1 a p\u0159\u00edm\u00e1 verb\u00e1ln\u00ed agrese \u010dili psychick\u00e9 n\u00e1sil\u00ed. \u010casto se zra\u0148uje \u201ejen\u201c slovem a izolac\u00ed. Rozd\u00edl je pouze v tom, \u017ee se nestup\u0148uje n\u00e1sil\u00ed fyzick\u00e9, ale psychick\u00e9. Krutost psychick\u00e9ho n\u00e1sil\u00ed si v\u0161ak v ni\u010dem nezad\u00e1 s nejbrut\u00e1ln\u011bj\u0161\u00ed fyzickou agres\u00ed. (Kol\u00e1\u0159, 2011)<\/p>\n Projevy \u0161ikanov\u00e1n\u00ed:<\/strong> Mezi z\u00e1kladn\u00ed formy \u0161ikany pat\u0159\u00ed:<\/p>\n Krizov\u00fd pl\u00e1n zahrnuje 2 typy sc\u00e9n\u00e1\u0159\u016f:<\/p>\n Jde o m\u00edrn\u00e9, p\u0159ev\u00e1\u017en\u011b psychick\u00e9 formy n\u00e1sil\u00ed, kdy se okrajov\u00fd \u010dlen skupiny nec\u00edt\u00ed dob\u0159e. Je Konkr\u00e9tn\u00ed postup<\/strong><\/p>\n Prvn\u00edm krokem je odhad z\u00e1va\u017enosti a rozpozn\u00e1n\u00ed zda nejde o neobvyklou formu \u0161ikanov\u00e1n\u00ed. V\u00fdchovn\u00e1 opat\u0159en\u00ed<\/strong><\/p>\n C\u00edlem je agresory okam\u017eit\u011b zastavit a ochr\u00e1nit ob\u011bti. V z\u00e1sad\u011b je t\u0159eba d\u00e1le pracovat s agresorem, v p\u0159\u00edpad\u011b pot\u0159eby mu zprost\u0159edkovat p\u00e9\u010di pedagogicko-psychologick\u00e9 poradny, st\u0159ediska v\u00fdchovn\u00e9 p\u00e9\u010de nebo jin\u00fdch odborn\u00edk\u016f \u2013 klinick\u00fdch psycholog\u016f, psychoterapeut\u016f nebo psychiatr\u016f.<\/p>\n Pro potrest\u00e1n\u00ed agresor\u016f lze u\u017e\u00edt i n\u00e1sleduj\u00edc\u00ed b\u011b\u017en\u00e1 v\u00fdchovn\u00e1 opat\u0159en\u00ed:<\/p>\n Pro n\u00e1pravu situace ve skupin\u011b je pot\u0159eba pracovat s cel\u00fdm t\u0159\u00eddn\u00edm kolektivem, nastavit ozdravn\u00e9 mechanismy, pracovat s cel\u00fdm t\u0159\u00eddn\u00edm kolektivem.<\/p>\n Druh\u00e9 stadium: Fyzick\u00e1 agrese a p\u0159itvrzov\u00e1n\u00ed manipulace<\/p>\n V z\u00e1t\u011b\u017eov\u00fdch situac\u00edch, kdy ve skupin\u011b stoup\u00e1 nap\u011bt\u00ed, za\u010dnou ostrakizovan\u00ed \u017e\u00e1ci slou\u017eit jako hromosvod. Spolu\u017e\u00e1ci si na nich odreagov\u00e1vaj\u00ed nep\u0159\u00edjemn\u00e9 pocity nap\u0159\u00edklad z o\u010dek\u00e1van\u00e9 t\u011b\u017ek\u00e9 p\u00edsemn\u00e9 pr\u00e1ce, z konfliktu s u\u010ditelem nebo prost\u011b jen z toho, \u017ee chozen\u00ed do \u0161koly je obt\u011b\u017euje. Manipulace se p\u0159itvrzuje a objevuje se zprvu ponejv\u00edce subtiln\u00ed fyzick\u00e1 agrese.<\/p>\n T\u0159et\u00ed stadium (kl\u00ed\u010dov\u00fd moment): Vytvo\u0159en\u00ed j\u00e1dra<\/p>\n Vytv\u00e1\u0159\u00ed se skupina agresor\u016f, \u00fadern\u00e9 j\u00e1dro. Tito \u0161i\u0159itel\u00e9 \u201eviru\u201c za\u010dnou spolupracovat a systematicky, nikoliv ji\u017e pouze n\u00e1hodn\u011b, \u0161ikanovat nejvhodn\u011bj\u0161\u00ed ob\u011bti. V po\u010d\u00e1tku se st\u00e1vaj\u00ed jejich ob\u011b\u0165mi ti, kte\u0159\u00ed jsou u\u017e osv\u011bd\u010den\u00fdm objektem ostrakizov\u00e1n\u00ed. Jde o \u017e\u00e1ky, kte\u0159\u00ed jsou v hierarchii nejn\u00ed\u017ee, tedy ti \u201eslab\u00ed\u201c.<\/p>\n \u010ctvrt\u00e9 stadium: V\u011bt\u0161ina p\u0159ij\u00edm\u00e1 normy<\/p>\n Normy agresor\u016f jsou p\u0159ijaty v\u011bt\u0161inou a stanou se nepsan\u00fdm z\u00e1konem. V t\u00e9to dob\u011b z\u00edsk\u00e1v\u00e1 neform\u00e1ln\u00ed tlak ke konformit\u011b novou dynamiku a m\u00e1lokdo se mu dok\u00e1\u017ee postavit. U \u010dlen\u016f \u201evirem\u201c p\u0159emo\u017een\u00e9 skupiny doch\u00e1z\u00ed k vytvo\u0159en\u00ed jak\u00e9si alternativn\u00ed identity, kter\u00e1 je zcela poplatn\u00e1 v\u016fdc\u016fm. I m\u00edrn\u00ed a uk\u00e1zn\u011bn\u00ed \u017e\u00e1ci se za\u010dnou chovat krut\u011b \u2013 aktivn\u011b se \u00fa\u010dastn\u00ed t\u00fdr\u00e1n\u00ed spolu\u017e\u00e1ka a pro\u017e\u00edvaj\u00ed p\u0159i tom uspokojen\u00ed.<\/p>\n P\u00e1t\u00e9 stadium: Totalita neboli dokonal\u00e1 \u0161ikana<\/p>\n N\u00e1sil\u00ed jako normu p\u0159ij\u00edmaj\u00ed v\u0161ichni \u010dlenov\u00e9 t\u0159\u00eddy. \u0160ikanov\u00e1n\u00ed se st\u00e1v\u00e1 skupinov\u00fdm programem. Obrazn\u011b \u0159e\u010deno nast\u00e1v\u00e1 \u00e9ra \u201evyko\u0159is\u0165ov\u00e1n\u00ed\u201c. \u017d\u00e1ci jsou rozd\u011bleni na dv\u011b sorty lid\u00ed, kter\u00e9 jsem pro p\u0159ehlednost ozna\u010dil jako \u201eotrok\u00e1\u0159e\u201c a \u201eotroky\u201c. Jedni maj\u00ed v\u0161echna pr\u00e1va, ti druz\u00ed nemaj\u00ed pr\u00e1va \u017e\u00e1dn\u00e1.<\/p>\n St\u0159edisko v\u00fdchovn\u00e9 p\u00e9\u010de (SVP) Mod\u0159any<\/p>\n\n
Spole\u010dn\u00fd postup p\u0159i \u0159e\u0161en\u00ed \u0161ikanov\u00e1n\u00ed<\/h4>\n
\n
Ad 1\/ Charakteristika situac\u00ed, kter\u00e9 \u0161kola zvl\u00e1dne sama:<\/h5>\n
\nneobl\u00edben a nen\u00ed uzn\u00e1v\u00e1n. Ostatn\u00ed ho v\u00edce \u010di m\u00e9n\u011b odm\u00edtaj\u00ed, nebav\u00ed se s n\u00edm, pomlouvaj\u00ed ho,
\nsp\u0159\u00e1daj\u00ed proti n\u011bmu intriky, d\u011blaj\u00ed na jeho \u00fa\u010det \u201edrobn\u00e9\u201c legr\u00e1cky apod. Tato situace je ji\u017e
\nz\u00e1rode\u010dnou podobou \u0161ikanov\u00e1n\u00ed a obsahuje riziko dal\u0161\u00edho negativn\u00edho v\u00fdvoje.<\/p>\n
\nO situaci je nutn\u00e9 v\u017edy informovat \u0159editele \u0161koly. D\u00e1le \u0159e\u0161\u00ed \u0161koln\u00ed metodik prevence
\ns v\u00fdchovn\u00fdm poradcem, \u0161koln\u00edm psychologem, t\u0159\u00eddn\u00edm u\u010ditelem, se \u0161kolsk\u00fdm poradensk\u00fdm
\nza\u0159\u00edzen\u00edm, pediatrem. Doporu\u010den\u00fd postup prob\u00edh\u00e1 v t\u011bchto kroc\u00edch:<\/p>\n\n
\n
Ad 2\/ Charakteristika situac\u00ed, kdy \u0161kola pot\u0159ebuje pomoc zven\u010d\u00ed<\/h5>\n
D\u016fle\u017eit\u00e9 odkazy a kontakty<\/h2>\n
Sdru\u017een\u00ed Linka bezpe\u010d\u00ed (116 111)<\/h3>\n
\n
PPP Stran\u010dice<\/h3>\n
\n
Policie \u010cR<\/h3>\n
\n
St\u0159edisko v\u00fdchovn\u00e9 p\u00e9\u010de<\/h3>\n
\n
\nAmbulantn\u00ed odd\u011blen\u00ed, Vedouc\u00ed PaedDr. Jolana Markov\u00e1<\/li>\nZa\u0159\u00edzen\u00ed soci\u00e1ln\u00ed intervence Kladno<\/h3>\n
\n
Ambulance d\u011btsk\u00e9 a dorostov\u00e9 adiktologie<\/h3>\n
\n
Prevcentrum – Pr\u00e1ce s t\u0159\u00eddn\u00edm kolektivem, selektivn\u00ed a indikovan\u00e1 specifick\u00e1 prim\u00e1rn\u00ed prevence, ambulance<\/h3>\n