"Perspektivy pr\u00E1ce s delikventn\u00ED ml\u00E1de\u017E\u00ED jsou \u00FAzce propojeny se zm\u011Bnami v p\u0159\u00EDstupech k problematice pr\u00E1ce s d\u011Btmi v riziku a s poruchami chov\u00E1n\u00ED. V praxi navzdory sou\u010Dasn\u00FDm inkluzivn\u00EDm trend\u016Fm speci\u00E1ln\u00ED pedagogiky, kter\u00E1 usiluje o posilov\u00E1n\u00ED odpov\u011Bdnosti t\u011Bchto d\u011Bt\u00ED za vlastn\u00ED \u017Eivot a jeho kvalitu v dosp\u011Blosti, st\u00E1le p\u0159eva\u017Euj\u00ED p\u0159\u00EDstupy postaven\u00E9 na \u201Ep\u00E9\u010Di a restrikci\u201C. Pova\u017Euj\u00ED d\u00EDt\u011B za pasivn\u00EDho \u00FA\u010Dastn\u00EDka interven\u010Dn\u00EDch \u201Eslu\u017Eeb\u201C. P\u0159itom pr\u00E1v\u011B aktivita d\u00EDt\u011Bte a zp\u016Fsob, j\u00EDm\u017E definuje svou situaci, v\u00EDce \u010Di m\u00E9n\u011B ovliv\u0148uje efektivitu intervence a n\u00E1sledn\u00FD p\u0159\u00EDstup d\u00EDt\u011Bte k vlastn\u00EDmu chov\u00E1n\u00ED. V p\u0159\u00EDsp\u011Bvku prezentujeme zji\u0161t\u011Bn\u00ED v\u00FDzkum\u016F ze \u0161koln\u00EDho, interven\u010Dn\u00EDho a institucion\u00E1ln\u00EDho prost\u0159ed\u00ED. Na nich budeme ilustrovat odli\u0161nosti a specifika v postoj\u00EDch a strategi\u00EDch adaptace d\u011Bt\u00ED a ml\u00E1de\u017Ee s poruchami chov\u00E1n\u00ED na aktu\u00E1ln\u00ED obt\u00ED\u017Enou \u017Eivotn\u00ED situaci. Pro hled\u00E1n\u00ED cest v pr\u00E1ci s d\u011Btmi a ml\u00E1de\u017E\u00ED s poruchami chov\u00E1n\u00ED (a\u0165 formy delikventn\u00ED \u010Di jin\u00E9) je pova\u017Eujme za rozhoduj\u00EDc\u00ED." . "ob\u010Dansk\u00E9 sdru\u017Een\u00ED Ratolest Brno" . . "Brno" . "Um\u00EDme vn\u00EDmat odli\u0161n\u00E9 strategie d\u011Bt\u00ED s poruchami chov\u00E1n\u00ED?" . . . "14410" . "\u010Cervenka, Karel" . . . . "Perspectives of dealing with delinquent youth are closely linked to changes in approaches of dealing with children at risk. Within recent special education approaches there are tendencies to inclusion of these categories of children, though approaches of \u201Ecare and restriction\u201C dominate the field of helping professions in practice. From the \u201Ecare and restriction\u201C perspective, children are seen as passive objects of interventional \u201Ecare\u201C. Our research findings presented in the text ilustrate variety of differences in attitudes and strategies of these children. These differences are inevitable parts of informed intervention perspective, which respects these differences as indicators of individual needs. Informed intervention perspective defines its clients as indepedent and responsible individuals capable to solve their life problems actively."@en . "2011-05-25+02:00"^^ . "Vojtov\u00E1, V\u011Bra" . "Um\u00EDme vn\u00EDmat odli\u0161n\u00E9 strategie d\u011Bt\u00ED s poruchami chov\u00E1n\u00ED?"@cs . . "RIV/00216224:14410/11:00055257" . . . "Um\u00EDme vn\u00EDmat odli\u0161n\u00E9 strategie d\u011Bt\u00ED s poruchami chov\u00E1n\u00ED?" . . "Um\u00EDme vn\u00EDmat odli\u0161n\u00E9 strategie d\u011Bt\u00ED s poruchami chov\u00E1n\u00ED?"@cs . "[14F6A63A7933]" . . "145"^^ . . "RIV/00216224:14410/11:00055257!RIV12-MSM-14410___" . . . . . "2"^^ . . "Can we perceive different educational strategies of children with behavioral difficulties?"@en . "Special education; emotional and behaviour disorder; at-risk children; intervention; empowerment; support; guidance"@en . "Um\u00EDme vn\u00EDmat odli\u0161n\u00E9 strategie d\u011Bt\u00ED s poruchami chov\u00E1n\u00ED?" . "Z(MSM0021622443)" . "Can we perceive different educational strategies of children with behavioral difficulties?"@en . "S\u00EDdlo ve\u0159ejn\u00E9ho ochr\u00E1nce pr\u00E1v v Brn\u011B" . "Perspektivy pr\u00E1ce s delikventn\u00ED ml\u00E1de\u017E\u00ED jsou \u00FAzce propojeny se zm\u011Bnami v p\u0159\u00EDstupech k problematice pr\u00E1ce s d\u011Btmi v riziku a s poruchami chov\u00E1n\u00ED. V praxi navzdory sou\u010Dasn\u00FDm inkluzivn\u00EDm trend\u016Fm speci\u00E1ln\u00ED pedagogiky, kter\u00E1 usiluje o posilov\u00E1n\u00ED odpov\u011Bdnosti t\u011Bchto d\u011Bt\u00ED za vlastn\u00ED \u017Eivot a jeho kvalitu v dosp\u011Blosti, st\u00E1le p\u0159eva\u017Euj\u00ED p\u0159\u00EDstupy postaven\u00E9 na \u201Ep\u00E9\u010Di a restrikci\u201C. Pova\u017Euj\u00ED d\u00EDt\u011B za pasivn\u00EDho \u00FA\u010Dastn\u00EDka interven\u010Dn\u00EDch \u201Eslu\u017Eeb\u201C. P\u0159itom pr\u00E1v\u011B aktivita d\u00EDt\u011Bte a zp\u016Fsob, j\u00EDm\u017E definuje svou situaci, v\u00EDce \u010Di m\u00E9n\u011B ovliv\u0148uje efektivitu intervence a n\u00E1sledn\u00FD p\u0159\u00EDstup d\u00EDt\u011Bte k vlastn\u00EDmu chov\u00E1n\u00ED. V p\u0159\u00EDsp\u011Bvku prezentujeme zji\u0161t\u011Bn\u00ED v\u00FDzkum\u016F ze \u0161koln\u00EDho, interven\u010Dn\u00EDho a institucion\u00E1ln\u00EDho prost\u0159ed\u00ED. Na nich budeme ilustrovat odli\u0161nosti a specifika v postoj\u00EDch a strategi\u00EDch adaptace d\u011Bt\u00ED a ml\u00E1de\u017Ee s poruchami chov\u00E1n\u00ED na aktu\u00E1ln\u00ED obt\u00ED\u017Enou \u017Eivotn\u00ED situaci. Pro hled\u00E1n\u00ED cest v pr\u00E1ci s d\u011Btmi a ml\u00E1de\u017E\u00ED s poruchami chov\u00E1n\u00ED (a\u0165 formy delikventn\u00ED \u010Di jin\u00E9) je pova\u017Eujme za rozhoduj\u00EDc\u00ED."@cs . . "978-80-260-0137-9" . "236738" . . "2"^^ . . . .