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A public seminar dedicated to supporting pedagogical staff responsible for the instruction of children with challenging behaviour

A public seminar dedicated to supporting pedagogical staff responsible for the instruction of children with challenging behaviour

A public seminar dedicated to supporting pedagogical staff responsible for the instruction of children with challenging behaviour took part on Thursday 21st November 2019 at the Department of Pedagogy of Charles University in Prague.

For the videorecording of the seminar, please visit the ČOSIV inspiromat “Support of Inclusion”.

The number of children with developmental trauma in the Czech Republic keeps growing. At school, these children tend to be very demanding and their challenging behaviour, especially its causes and triggers, is very difficult to understand. At the seminar, the lecturers presented information on the impact of the early trauma on the development of the child´s brain and its functioning in the later stages of the individual´s life. The lecturers presented the participants with a number of recommendations and procedures which are relevant and useful to alleviate demonstrations of challenging behaviour of children who had suffered developmental trauma.

The presenters were: Kaja Næss Johannessen – a clinical psychologist, she has 13 years of practice in supporting victims of domestic violence, children, and young people with developmental trauma and attachment disorder. She is the director of the Professional Development Department of the Østbytunet Children’s Psychiatric Centre in Norway. Her department is an estimated facility having highly appreciated experience in working with children and adolescents suffering serious behavioral problems.

Ann-Karin Nielsen Bakken – an experienced clinical psychologist with 15 years of practice in supporting children and young people with developmental trauma and attachment disorder. A deputy director of the Clinical Department of the Østbytunet centre. Apart from her work with the clients of the centre, she also acts as a lecturer and consultant for teachers, pedagogical staff, and other professionals working with children and the youth displaying challenging behaviour.

The seminar was one of the activities under the umbrella of a project called Práce s dětmi s problémovým chováním ve školním prostředí implemented by the Czech Professional Society for Inclusive Education and supported from EEA funds 2014-2021, program Education with Island, Liechtenstein, and Norway as the contributing countries.

Invitation to the seminar (PDF)

How to reduce challenging behaviour at schools in context of child trauma experience

How to reduce challenging behaviour at schools in context of child trauma experience

 

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This project is financed by EEA funds during the period 2014 – 2021. The EEA and Norway Grants represent the contribution of Iceland, Liechtenstein and Norway to reducing economic and social disparities and to strengthening bilateral relations with 15 EU countries.

 

How to reduce challenging behaviour at schools in context of child trauma experience

Project number: EHP-CZ-IN-1-001
Program: Education
Type of project: Institutional cooperation projects
Program provider: Dům zahraniční spolupráce www.dzs.cz/fondy-ehp
Realization period: 08/2019–08/2020
Partner institution: Norske Kvinners Sanitesforening Akershus Østbytunet,
Main solver: Česká odborná společnost pro inkluzivní vzdělávání, z.s

 

 

About the project:

Czech Professional Society for Inclusive Education (from the Czech Republic) and Center for Treatment and Professional Development in Mental Health Care Østbytunet (from Norway) will create a new programme for further education of the Czech teachers, special educators and school psychologists. This programme will support the pupils with challenging behavior. Project activities are the pilot of the training programme, training of the future lectors and seminars for the Czech teachers and students of faculties of education. The aim of the project is to support pupils with challenging behavior by development of professional skills of the Czech teachers.

ONE YEAR LATER – The results of the survey present the impacts of the pro-inclusive education reform

ONE YEAR LATER – The results of the survey present the impacts of the pro-inclusive education reform

According to the research of headmasters and teachers views on the impact of pro-inclusive education reform (amendments to School Act introducing support measures for children with special educational needs), funding of the support for children with special needs is the most improved factor after first year of practice. However, headmasters of mainstream elementary schools are still struggling with lack of teacher assistants or special educators. The large number of pupils in the classroom is also seen as problem by teachers. pokračovat