The University of Debrecen is a participant of the PETRA project (Promoting Excellence in Teaching and Learning in Azerbaijani Universities) with the University of Jyvaskyla, Finland, University of Applied Sciences Vienna, Austria, Polytechnic University of Valencia, Spain. The aim of the project is promoting of teaching and learning excellence in Azerbaijan Universities, by supporting the professional development in higher education and, in the academic community. For this reason, the program wants to enhance the usage of technology and innovative forms of teaching, to provide support for designing courses and for choosing and using diverse approaches in assessment. The purpose of this study is to identify the possibilities of promoting the professional development in higher education and to explore the theoretical landscape: the roles and implications of the professional development. This paper explores the connections between the reflective behaviour of the teachers and their assessment methods and wants to provide new approaches to assessment in the context of the institutional strategies of the higher education. This paper argues for innovative forms of assessment such as the portfolios in teacher preparation or the group-based assessment forms - as methods of promoting higher quality learning. The study investigates the ways towards the autonomous assessment in the higher education, using self-assessment and peer assessment.
A concise autohistoric view of the scientific psychological activity in the Slovak Academy of Sciences during the socialist totalitarian regime, and following the rebirth of democracy. Dominant experimental-laboratory psychology was then followed by empiric-life psychology. Some of the main results from both research approaches are presented, as well as theoretical-methodological syntheses. At present, the author focuses on „oral psychology” because it helps in interpreting the real development of psychology in Czecho-Slovakia. We propose to complement the international symposiums „Child in need” with similar events in the context of „Child in cultivation”.
The theme of the paper is very topical in global and European context. It brings theoretical information on the concept of asocial model of early care in the Czech Republic and practical case studies and final reports related to the early care provision which demonstrate tangible activities within the system of the complex support and assistance to children with disability and their families. The author applies the theoretical-practical approach as she is of the opinion that „the practice without theory is as a blind person on the road and the theory without practice is as a cart without an axle”.
The aim of the paper is to extend theoretical information on the topic in the Czech Republic by individual examples of final reports related to the provision of social prevention of the early care in the Czech Republic. The overall aim of the paper is to justify topicality and eligibility of early care in its broad reference framework, including its practical impact. The theoretical basis of the paper is elaborated with respect to the analysis and comparison of Czech and foreign literature, legislation, methodology document and other relevant written resources. The practical level is elaborated with respect to 3 cases and final reports of the provider of an early care of the social prevention.
The early care in the Czech Republic represents a professional, modern and recognized system in European and global comparison and is legally anchored in the Act 108/2006 Coll. on social services. It aims on the minimization of child´s disability impact upon child´s development, especially the social inclusion of a child and a family and their capability to cope with limitating disability in natural environ, i.e. by the preservation of standard way of life. It represents a multi-dimensional model, overcoming limitation of sectoral division of the early care and facilitating complex assistance from a series of subject fields at the same time.
Services for families with an endangered child in early age are the background for social, educational and pedagogical inclusion of a child and the re-socialisation and re-inclusion of a family.
Early care is considered preventive, from the point of the prevention of the second disability (i.e. is effective), in the prevention of institutionalized and asylum care (i.e. is economical), in the prevention of segregation (i.e. is ethical).
Jolana Laznibatová, Dušan Fábik, Ivan Belica and Mária Balážová
. Journal of Personality and Social Psychology , vol. 56, no. 2, p. 267-283.
Cohen, L. M. – Frydenberg, E. (2005). Coping for capable kids. Waco: Prufrock Press. ISBN 978-1882664238.
Colangelo, N. – Davis, G. A. E. (2003). Handbook of Gifted Education. 3rd edition. Boston: Pearson Education, Inc. ISBN 0-205-34063-6.
Collins, W. A. – Steinberg, L. (2006). Adolescent development in interpersonal context. In W. Damon, N. Eisenberg (Eds.), Handbook of Child Psychology. Vol.3. Social, emotional and personality development . NY: Wiley. 1003-1067 p. ISBN 978
. International Journal for the Psychology of Religion , 18 , 267-290.
Benson, P. L., Roehlkepartain, E. C., & Rude, S. P. (2003). Spiritual development in childhood and adolescence: Toward a field of inquiry. Applied Developmental Science , 7, 205-213.
Bradford, J. (1995). Caring for the whole child: A holistic approach to spirituality. London: The Children’s Society.
Carter, C., Kelly S. Flanagan, K. S., & Caballero, A. B. (2013). Spirituality and Peer Victimization in Early Adolescence: Associations within a Christian School Context,. Journal of
children and youth. Child Development , 85 (1), 6-20. doi: 10.1111/cdev.12205
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments. American Psychologist, 53 (2), 205-220. Retrieved from http://www.coe.fau.edu/faculty/gbrigman/sss_articles/Masten,%20Coatsworth%2098.pdf
Masten, A. S., & Gewirtz, A. H. (2006). Resilience in Development: The Importance of Early Childhood. University of Minnesota. Retrieved from http://www.child-encyclopedia.com/documents/Masten-GewirtzANGxp.pdf
The content of this scientific study is based on the qualitative analysis of selected answers of parents, in the framework of semi-structured interview. The qualitative research is apart of bigger research work P-155/A, dealing with mental health of children in family and school settings. The main goal is to learn and analyse the empirical experience and views of participants, related to joint custody and shared care. The research sample consisted of randomly selected 9 participants who visited Výskumný ústav detskej psychológie apatopsychológie on behalf of some problems regarding custody after divorce/separation. In this contribution the parents´ attitudes towards mutual communication of former partners/parents, functioning of joint custody and shared care and some views related to some limits in this form of shared parenting have been analysed. Some valuable remarks with regard to the need of multi-professional team work, addressed to parents within the process of their divorce/separation proved to be very useful. Parents proposed they would extremely welcome some more help from mental health professionals and their crises intervention actions.
On behalf of discussion we notice that the juridical institute of joint custody and shared care is a very important tool, however, some legislative changes of this law should be still done. Concluding the study, we state that in spite of some methodological problems – like a limited number of research participants, we believe that the results can serve as a basis for the next deeper research, bringing more proposals for improvement in this field.