|
Lecturer(s)
|
-
Sedlák Miroslav, Mgr. Bc. Ph.D.
|
|
Course content
|
The following topics will be covered in the course. Emphasis will be placed on active handling of information and rehearsal of partial procedures of contact with clients. 1) expectations of the topic, individualized social work approaches; acute conditions - introduction to the topic, historical contexts of responses to acute conditions, social work and acute conditions 2) differentiation between stress, crisis, trauma and possible ways of support and assistance 3) psychological first aid and its possible variants 4) the seven-stage model of crisis intervention 5) suicidality and possibilities of support I. (definition of the term, basic information about suicide, risk factors, attitudes towards suicide as an input to professional interventions, ethical aspect of interventions) 6) suicidality and support options II (lethality assessment) 7) suicidality and support options III (space for relationship, resolution of the situation, involuntary hospitalization, anti-suicidal contract) 8) children as a target group for acute care, ethical aspects towards children as a target group for interventions 9) selected situations of acute conditions in terms of the specification of support and assistance 10) online communication (chat, telephone) 11) community care, spiritual dimension 12) pandemics, possibilities for social work support 13) reflection and anchoring in the individual social work concept of learners
|
|
Learning activities and teaching methods
|
- Contact hours
- 26 hours per semester
- Preparation for comprehensive test (10-40)
- 30 hours per semester
- Individual project (40)
- 22 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| to reflect the multiplicity of social work concepts / diversity of focus of social work interventions. |
| to reflect on the basic theories of social work. |
| Skills |
|---|
| to conduct a supportive interview or be able to apply the structure of a supportive interview. |
| Competences |
|---|
| N/A |
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| to define the crisis. |
| to distinguish between crisis, stress and trauma. |
| to know the seven-step model of crisis intervention. |
| to know the concept of crisis intervention in social work. |
| to define suicidal ideation, tendency, attempt and define suicide. |
| to assess the level of risk of committing suicide. |
| Skills |
|---|
| to the base to map the client's threat level. |
| to consider whether they can provide supportive intervention themselves or whether the client needs to be delegated. |
| to conduct a basic supportive interview taking into account the acute conditions of clients. |
| Competences |
|---|
| N/A |
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture supplemented with a discussion |
| Task-based study method |
| Cooperative instruction |
| Staging methods, role playing |
| Upon completion of the course, the learner - knows the definition of the grief complex - knows the basic range of reactions to the death of a loved one - knows the prototypical grief reactions - knows the concept of complicated grief and protracted grief disorder (MKN-11; DSM-V) - knows the breadth of the theoretical basis related to grief - knows the theoretical concepts relevant to the implementation of social work practice - knows the content of methods aimed at support in the acute phase of bereavement. |
| Skills |
|---|
| Lecture supplemented with a discussion |
| Staging methods, role playing |
| Lecture with a video analysis |
| Upon completion of the course, the learner - can establish a conversation related to grieving - be able to make a basic map of the form of mourning - be able to offer a space for sharing the experience of grief - be able to define the possibility of self-help and distinguish which aspects of grief should be directed in terms of support to other helping professions. |
| Competences |
|---|
| Lecture supplemented with a discussion |
| assessment methods |
|---|
| Knowledge |
|---|
| Written exam |
| The written test takes the form of a basic design of the procedure of cooperation with the client according to the assignment. The learners will be presented with an outline of the client's situation, with which they will have sufficient time to familiarise themselves. Following this situation, they will develop a) a brief proposal for a reasoned intervention (assessed on a scale of appropriate to inappropriate) (b) a reflection on which steps the learner could take on their own and for what reason (assessed on a written/unwritten scale). The purpose is to test the ability to reflect on the client's acute condition as well as one's own current skills. The second part (b) is therefore purely self-reflective. |
| Skills |
|---|
| Written exam |
| The written test takes the form of a basic design of the procedure of cooperation with the client according to the assignment. The learners will be presented with an outline of the client's situation, with which they will have sufficient time to familiarise themselves. Following this situation, they will develop a) a brief proposal for a reasoned intervention (assessed on a scale of appropriate to inappropriate) (b) a reflection on which steps the learner could take on their own and for what reason (assessed on a written/unwritten scale) The purpose is to test the ability to reflect on the client's acute condition as well as one's own current skills. The second part (b) is therefore purely self-reflective. |
| Competences |
|---|
| Written exam |
| The written test takes the form of a basic design of the procedure of cooperation with the client according to the assignment. The learners will be presented with an outline of the client's situation, with which they will have sufficient time to familiarise themselves. Following this situation, they will develop a) a brief proposal for a reasoned intervention (assessed on a scale of appropriate to inappropriate) (b) a reflection on which steps the learner could take on their own and for what reason (assessed on a written/unwritten scale). The purpose is to test the ability to reflect on the client's acute condition as well as one's own current skills. The second part (b) is therefore purely self-reflective. |
|
Recommended literature
|
-
Marsh, I. Critical Suicidology: Toward an Inclusive, Inventive and Collaborative (Post) Suicidology. , 2015.
-
Vodáčková, D. a kol. Krizová intervence. Praha, 2002.
|