Ondřej Sekera
Rozwijanie upośledzonych
osobowości dzieci i nastolatków
przez wychowawców z Czech
Problemy Profesjologii nr 2, 147-156
U N IW ER SY TET Z IELO N O G Ó R SK I • PO LSK IE T O W A R Z Y STW O PRO FESJO LO G ICZN E
P ro b le m y P ro fesjo lo g ii 2/2008
Ondrej Sekera
ROZWIJANIE UPOŚLEDZONYCH OSOBOWOŚCI DZIECI
I NASTOLATKÓW PRZEZ WYCHOWAWCÓW Z CZECH
S treszczen ie
C elem pracy je s t zw rócenie uwagi na działania m ające na celu rozw ijanie osobow ości dzieci, w iązane z re alizacją profesji w ychow aw ców w dostępie do opieki edukacyjnej w Republice Czeskiej. Z ebrane dane w bardzo szerokiej próbie badaw czej dostarczyły w glądu w rzeczyw istość pracy w ychow aw ców i ich m ożliw ości w pływ u na rozw ój osobow ości klientów w kierunku ich przyszłego uczestnictw a w społeczeń stwie.
T H E D E V E L O P M E N T O F D E P R IV E D P E R S O N A L IT IE S O F C H IL D R E N AN D A D O L E S C E N T S D O N E BY E D U C A T O R S IN T H E C Z E C H R E P U B L IC
A b s tra c t
The aim o f this paper is to draw the attention to activities developing ch ild ren 's personalities w here such activities are connected with the execution o f educator 's profession in facilities o f educational care in the Czech Republic. T he data collected within a considerably broad research sam ple provide the insight into the reality o f ed u cato r's w ork and his/her possibility to influence the developm ent o f clien t’s personality tow ards his/her future social being.
Р А З В И Т И Е Н Е Д О Р А З В И Т Ы Х И Н Д И В И Д У А Л Ь Н О С Т Е Й Д Е Т Е Й И П О Д Р О С Т К О В В О С П И Т А Т Е Л Я М И И З Ч Е Х И И (Ч Е Ш С К И Е О П Ы Т Ы ) С о д ер ж а н и е Цель работы обратить внимание на действия, целью которых является развитие индивидуальности детей, в связи с вы полнением профессии воспитателей в доступе к воспитательном у попечению в Чеш ской Республике. С обранны е данны е в очень больш их исследованиях позволили ознаком ится с действительны м трудом воспитателей и их возм ож ности влияния на развитие индивидуальности клиентов и их будущ его участи в общ естве.
Pream ble and theoretical abstracts
The aim o f this report is to advise o f the vocational activities o f educators in resociali zation1 and in reeducation2 establishm ents w hich w ere disclosed by the research project o f G rant agencies o f the Czech Republic having been ju st term inated which project is titled
1 Sociologicky slovnik/Sociological dictionary (2001, p. 204) defines a resocialization as an effort to „...reintegrate an individual w ho exp erien ced a p ro c ess o f socialization fo rm e rly a n d w ho w as elim inated o f the given com m unity f o r som e reason in life ”, It is worth to m ention also the note o f B. K raus (In Socialni patologie, 2007, p. 303) that a concept o f reintegration com m ences to appear, nam ely first o f all in connection with the resocialization which concept m eans a preparation for a return to the com m unity life.
2 T he concept o f reeducation is understood as „ M ethods o f sp e cia l p e d a g o g y w hich im prove the efficiency within the sphere o f a ffected fu n c tio n or a s the case m ay be w hich m ake it perfect... " by the Pedagogicky slov- nik/Pedagogical dictionary (2003, p. 198). B. K raus (In Socialni patologie, 2007, p. 303) understands a concept o f reeducation as a specific case o f resocialization within the sphere o f which there is an effort to change the behaviour and decision m aking o f individual tow ards to the corresponding standards.
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„K om unitm system v resocializacnfch zari'zenich pro adolescenty”/”Com m unity system in resocialization establishm ents for adolescents” (evidenced under the num ber 406/06/0731).
In this report we will focus especially on the activities by w hich the educators may cul tivate the individuality o f clients and thereby they may assist them in their consequential ex ercise in com m unity.
In connection therew ith we m ust not forget that there proceed also education and nur ture besides training in the above m entioned institutions. The nurture is understood by A. Skoviera (2007, p. 27) and by other authors first o f all as a satisfaction o f basic essentials o f life. Then he adds that „... i f the nurture is a security o f an individual, the education is a culti
vation o f him /her which means it is a qualitative movement. ” So we may assert that the con
cept o f education is superior to the concept o f nurture (at least from the qualitative point o f view). „ The education includes also the nurture how ever it is possible to nurture also without
educating. ” A. Skoviera (2007, p. 23)
The nurture is understood to be a „process o f intentional influence on the hum an indi
viduality w ith the aim to achieve positive changes in his/her developm ent" (Pedagogickÿ
slovm'k/Pedagogical dictionary, 2003, p. 227).
If we sum up the above m entioned, the educators should not only nurture and educate the clients but first o f all they should devote to their education and socialization.
If we speak about the institutions, establishm ents and asylum s in this report, we mean first o f all children's homes, children's hom es with school and educational institutions (which m eans the establishm ents in w hich our investigation was implemented).
The establishm ents serving for education, training, resocialization or reeducation should cultivate all the features o f the clients' individualities, their abilities, capabilities and know l edge. It is true that the institutional environm ent is not an ideal environm ent o f education but if we realize from what conditions the children com e to the institutions and in which situation they com e many tim es we may state that it is an indispensable solution o f the topical unfa vourable conditions in fam ilies from the short term horizon.
O. M atousek and A. Kroftovâ (2003, p. 160) see the purpose o f these establishm ents in a fact that they provide the clients w ith a long term nurture w here the preparation for a future occupation creates a focal point o f the work. The assertion o f I. Kom inarec (In Sociâlia 2002, 2003, p. 152) that the pedagogical process is organised in institutions w here the isolation o f individual from com m unity is a p a r t o f everyday life and w here the above m entioned indi viduals are at the sam e tim e expected to „... learn to live socially in isolation within the fra m e
o f the standards set by the com m unity ” im presses as a paradox.
The institutional nurture fulfils several functions at the sam e tim e. It is im possible to separate the functions o f individual institutions forcibly because we presum e that they m utu ally intermesh. These are first o f all the follow ing functions: nurture, support, education, reso cialization, treatm ent, lim itation, repression, isolation however also the recreation. O. Ma- touSek (1999, p. 19-24) further considers also the follow ing ones: prevention o f pathological developm ent o f an individual, protection o f an individual against the negative influences, set ting the standards and their control, provision o f social security, com pensation o f non- func tioning family.
Rozwijanie upośledzonych osobowości dzieci i nastolatków. 149
T. Wolan (2005, p. 100-101, m odified) sets the main targets o f the work in the institu tions for youth am ong w hich he ranks the follow ing ones:
- the return to normal life so as the clients do not to face the problem s with law and so as they find their new position in life,
- the restoration o f fam ily attachm ents which enables return hom e as soon as possible, - reeducation and equalization o f the level o f education o f neglected youth w ho faces
problems
- the acquisition o f qualification by the means o f education and application at the labour market,
- preparation for independence and fulfilm ent o f various life tasks, nam ely both family ones and social ones.
It is clear that w ork o f educator in reeducation and resocialization or educational estab lishment is dem anding, responsible and that it requires full individuality. The target o f this report is not to devote to what the educator should be able to, should know or should be fa m iliar with (these are not his com petences) but this report devotes to the activities the educa tor really perform s in his or her profession - w hat his or her jo b sheet is. Because w e can talk about so called „dem onstrated activities” (or the jo b sheet as the case may be) or we can really focus on what happens in the institutions indeed (thus we can focus on w hat the actual jo b sheet o f the work o f educator is). Only in such case we may deduce or induce the require ments for the preparation o f educational specialists, only then we may m ove the vocational preparation and the branch o f educational activity in whole som ewhere. In the sam e way we may infer from understanding o f real actuality o f w ork in the establishm ents in what extent the educators endeavour for a cultivation o f client and in w hat extent they endeavour for se curing o f an establishm ent operation or for so called „overcom ing a shift” .
The jo b sheet o f educator in institutional education „... is m oving within the scope o f a
kind o f flo a tin g zone, on one side the educator literally w ipes snots on the fa c e s o f the chil dren w ith towels an d on the other side he or she conducts a professional therapeutic or spiri tual conversation w ith them. " (A. Skoviera, 2007, p. 103)
We include an education and training, therapy, reeducation and resocialization o f chil dren and youth who are m ostly socially handicapped som ehow and who are often hardly edu- cable into the main activities o f educators in institutions o f institutional education. Then we may assert that it is generally assistance to children and youth located in the establishm ent. W e also m ust not forget about the activities connected with everyday daily routine as for ex am ple care, nurture or ju st supervision o f the children and youth.
„The resocialization s ta f f ’ is responsible for a resocialization diagnostics, for setting the prognoses and individual plans o f resocialization, for their perform ance, observance and evaluation. Then such sta ff is responsible for an organization and im plem entation o f contacts am ong the establishm ent, com m unity and fam ilies o f the educated individuals (H. M achel; In B. Urban, J. M. Stanik, 2007, p. 217).
B. Kraus (In N ové m oznosti vzdëlâvâni a pedagogickÿ vyzkurn, 2001, p. 430) under stands the social pedagogue and leisure tim e pedagogue (which m eans educators) to be also a consultant, adm inistrator and organizer o f spending leisure tim e who looks for a contact with clients and the like.
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The activities w hich really prevail and w hich fill up the work o f educational institutions are provided by M. V ocilka (2001, p. 113). The activities are arranged one after one pursuant to their frequency from the m ost frequent to the least applied ones. Sporting and w orking ac tivities, interest activities, psychotherapy, educational activities, vocational preparation, art activity, aesthetic education, tourism , physical training, com m unity sessions, intellectual edu cation, m arriage and parental education, dram atic education, polytechnic activity, m ilitary education and active social learning prevail in educational institutions.
It ensues o f the report o f Czech School Inspection (Report o f CSI, 2003, p. 44) that the weekly program m es o f educational activity include predom inantly routine activities as for exam ple m orning hygiene, evening hygiene, cleaning and the like; the educationally training activities are form ulated very generally (outing, gam es in the playground and the like) w hich w e consider to be insufficient.
On the contrary in children’s hom es (M. Vocilka 1999, 2001) the jo b sheet is focused on the sphere o f recreational and holiday stays; the excursions, trips, tourist events, gam es and com petitions are utilized m ore when com pared with educational institutions, there is a relig ious and family education im plem ented there. In children’s homes there prevail the follow ing forms o f activities: interest activities outside the scope o f the establishm ent, sporting activi ties, w orking activities, activities necessary for life, art and cultural activities, family educa tion and other activities focused on cooperation w ith social environm ent. A. S koviera (2007, p. 106) offers a list o f activities which are really im plem ented by the educators in children’s homes:
Table 1. Representation o f activities in the work o f educator in children’s hom es3 depending on tim e expressed in per cents (m odified)
A ctivities o f educator Per cents o f tim e devoted to the activities Preparation for the school and teaching 16
S elf-service activities 12
Activities w hich actively cultivate children 9 Relaxation and entertaining activities 11
Socially beneficial activities 8
Preparation o f food 15
Supervision o f children 10
O ther subsidiary activities 7
Adm inistration 12
The author (the sam e source) advices o f the fact that educators devote much tim e to food preparation, to cleaning and to other activities connected with the ensuring o f the work o f the group o f clients (children) and that then they are at the end o f their tether, tim e and de sire to engage with a child and its problem s.
Rozwijanie upośledzonych osobowości dzieci i nastolatków.. 151
B. Kraus (VychovâvateF, 1991, p. 3) brings a survey o f the activities o f educators4 w hich w ere obtained by the m eans o f tim e shots. The activities w ere identified in the follow ing sequence: 50% o f the tim e w ere devoted by the educators to direct working activities, 16% to adm inistration and econom ical activities, 7% to preparation for work, 7% to sessions and trainings, 2% to w ork with parents and public, 14% were created by organizationally edu cational activities and 6% represented tim e wastes.
The jo b sheet o f professional educator is provided also by M. V ocilka (1996, p. 3 0 -3 1 ), and in spite o f the fact that these are the activities o f the educator in the departm ent o f educa tional nurture, we may state that they do not anywise radically differ from the activities which are im plem ented by the educators o f the environm ent exam ined by us. In opinion o f M. V o cilka the educators perform the entrance interviews, they secure the educational activity within the group, they continuously evaluate their w ards, they share in work with family, they prepare events connected with the operation o f the establishm ent, they perform their duties based on the duty roster, they keep in touch with the social environm ent o f their clients, they cooperate with engaged institutions, they participate in conferences, in sem inars, schoolings, they w ork at their further professional growth, they keep the docum entation o f their w ards which is continuously com pleted by them, they organize delivery, preparation and distribution o f food, they are responsible for the tidiness and cleanness o f allocated room s and areas, they respond to escapes o f their wards, they duly take and hand their charges over, they regularly organize a certain kind o f psychotherapy, they take part at regular com m unicative meetings within the scope o f group therapy, they elaborate proposals o f m aterial equipm ent o f their place o f w ork and they present them to the m anagem ent, they are responsible for observance o f and com pliance with the internal rules o f the establishment.
Ibidem the author provides us with the insight into the jo b sheet o f the auxiliary educa tor - assistent o f the pedagogue (the function o f whom is som etim es held also by the ch ief educator). That person secures an observance o f the silence o f the night, he or she perform s a supervision in the bedroom s, takes care o f the observance o f the sleeping tim e o f wards, he or she perform s w ork activities pursuant to the instructions o f the head, in case o f disease o f cli ent he or she ensures adm inistration o f m edicinal drugs, o f beverages and food, he or she checks up the tem perature, eventually provides with the first aid, he or she guides w ards to deepening o f fundamental w orking and hygienic habits, o f social behaviour, self-service, he or she supervises the tidiness, checks the rooms and he or she takes part at m eetings o f the establishm ent if necessary.
Besides the professional activities the determ ination o f w hich is included rather in the sphere o f direct pedagogical w ork there exist also the activities which are included into the category o f indirect pedagogical activity. The activities the set o f which is provided by E. Alâôovâ (Vychovâvatel’, 2002, p. 2 5 -2 6 ) are classified within this group. These are repre sented by personal preparation for pedagogical work, preparation o f requisites and care o f them , preparation o f m aterial, adm inistration o f docum entation, mutual cooperation am ong the educators, cooperation am ong the educators and teachers, parents and other public, cus tody o f study hall or workroom , o f gym nasium , com m on room /lounge, kitchenette and the
4 T he inquiry was im plem ented at the end o f eighties at the sam ple o f alm ost one hundred o f educators o f predom inantly youth’s hom es.
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like, then by the attendance at sessions and at preparation o f them, eventually by other events connected w ith the operation o f establishm ent. W e m ust not forget the study o f professional literature and the like. Even though these are the activities o f educator in y outh’s hom e we understand them to be transm ittable also into the environm ent o f resocialization and reeduca tion institutions.
It is obvious that the scope o f com petence o f the educators is unlim ited in fact and B. Kraus (VychovâvateP, 1991, p. 4) supports this assertion by the observation that the activities requiring for full engagem ent o f educator alternate with the passive activities in this profes sion. There exist differences in the proportion o f direct and indirect educational w ork and in other peculiarities w hich are given by the type o f educational establishm ent, by functional classification o f the educator and the like.
I. K om inarec (In Sociâlia 2002, 2003, p. 150-152) cam e to the conclusion that alm ost 20% o f tim e during the w eek may be considered to be ineffective from the pedagogical point o f view within the environm ent o f detention educational institution.
Im plem ented inquiry
Screening - open concerned observation5 o f the work o f educator6 and questionnaire for educator becam e m ethods o f the im plem entation o f the research intention. The questionnaire w as designed especially in order to find out indirect pedagogical work o f educators, so we will not devote to it in this report in the same way as we will not devote to the findings brought by it.
We managed to record a tim e o f 689 hours and 12 m inutes o f w orking activities o f the educators in seven establishm ents within the Czech Republic. This tim e fund o f observation is unequally spread am ong 23 educators and 89 days which we managed to map. W e conse quently classified the recorded activities o f educators for intended adm inistration (see below) while we registered also the tim e devoted to particular activities in order to show conse quently how much tim e is devoted by the educators to particular activities in fact.
5 M. M iovskÿ defines it (2006, p. 153-154): observer is in motion in the field, he or she takes direct par ticipation in the local events (particularly o f the phenom ena and situations in the group), all participants know about his or her intention.
6 The educator was observed alw ays by one observer who recorded all the activities o f the educator dur ing his or her w orking process - activities w ere recorded in the sheet o f paper including all tim e data.
Chart no. 2: average times devoted by educators to selected activities (average tim e ex pressed in per cents)
Rozwijanie upośledzonych osobowości dzieci i nastolatków... \ 53
A ctivity - category Total 1 3,27 2 24,76 3 4,15 4 20,77 5PRO F 8,16 5 0 0 S 1,62 6TC 18,34 6PC 2,45 7 6,00 8 2,52 9 4,73 10 -11 2,18 12 A ctivities from category 2 2K 6,30 2U 4,36 2Z 3,26 2V 3,16 2PS 1,88 2R 1,53 2T 1,52 2S 1,36 2P 1,02 2M 0,37
Legend to the charts - categorized activities (b rief com pendium )
1 A ctivities o f the character o f pedagogical diagnostics 2 Main activities cultivating individuality o f client
2M motivating, instigation to activity,
2R developing and reshaping o f values o f living and o f moral attitudes, 2V explanation, teaching and tutoring,
2K provision o f feedback, m onitoring, assessm ent, 2Z developm ent o f interests, developm ent o f know ledge,
2T developm ent o f creative abilities in w orking, som atic, intellectual, aesthetic com ponents (or developm ent o f creative abilities in com ponents o f w orking, som atic, intellectual, aesthetic, ecological education - envi ronm ental education and the like),
2P care o f own health,
2P S active participation o f educator in sporting activity - support o f client’s health by the m eans o f active sporting activity,
2S boosting o f com m unity cohesion and other developm ent o f socialization,
21) m anagem ent o f activities, giving instructions connected with this m anagem ent (by the organization). 3 A ctivities the m ain aim o f w hich is represented by accom panim ent
4 A ctivities the m ain aim o f w hich is represented by supervision and surveillance
5 P R O F com bined category o f all vocational com m unications (personal, individual, phone, other form s o f com munication)
5 0 0 S com bined category o f personal (private) com m unication not related to the perform ance o f the profession o f an educator
6T C tech n ical a c tiv itie s (adm inistration o f m edicinal drugs, o f cleaning agents, gam es, sporting equipm ent, cooking, food preparation, activities connected with a technical operation o f the establishm ent - for exam ple adm inistration o f the section, storage and the like)
6PC p ro je c tiv e activ ities (preparation o r provision o f a trip o r o f a w alk during w orking tim e) 7 A dm inistrative activities
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9 A ctivities perform ed during w orking tim e which are not related to the vocational activities 10 Self-educating o r cultivating activities
11 Statem ent, giving instructions and directions 12 Specialized activities
It is clear from the chart no. 2 that the activities cultivating the individuality o f clients are the m ost frequent activities perform ed by the educators at the perform ance o f their profes sion, then these are the activities o f supervision and surveillance and technical activities. It is more than positive that the educators devote m ost tim e to the cultivation o f the individualities o f clients during the tim e spent at the place o f work although this is only one quarter o f all the overall tim e they spend with clients.
We can be surprised also by the ascertainm ent that more than 18% o f w orking tim e o f educators is spent with technical activities w hich are connected with a provision o f the opera tion o f the establishm ent and o f educational pedagogic process. W e state a distribution o f cleaning and sanitary agents, o f gam es, sporting and technical equipm ent, food preparation and serving, tidying up, adm inistration o f medicinal drugs, locking and unlocking o f various room s and the like as an exam ple o f these frequently occurring activities. These are surely the activities necessary for an operation o f the establishm ent and o f the activities in it, how ever we believe that that these activities (in the same way as it is within the sphere o f m edicine for exam ple) should be assigned to „m edium pedagogical s ta ff ’ (by this we mean for exam ple the assistants o f the educators).
By such assignation o f the above m entioned activities the educator (in the position o f professional) w ould obtain larger space for im plem entation o f other activities, let us say the activities m ore cultivating the clients. Thereby w e m ean for exam ple the activities w hich oc cur only seldom or not at all, as for exam ple supporting activities o f therapeutic character (represented by 2,5% o f tim e), specialized activities w hich are m issing in our sam ple (which are intended first o f all for the clients with specific educational needs). We would also appeal to the fact that the educators should provide the clients with more space for selected activities w hich cultivate their individualities. A fter all they devote (for exam ple) only about 3% o f working tim e to the explanation, teaching and tutoring o f the w ards, 3% to developm ent o f their interests and know ledge, 1,5% to developm ent o f creative abilities in working, somatic, intellectual, aesthetic com ponents, 1,5% to developm ent and reshaping o f values o f living and o f moral attitudes and the sam e tim e serves for boosting o f com m unity cohesion and devel opm ent o f socialization at the clients (at resocialization establishments! - I. K om inarec see above).
Even though we realize a specificity o f the inquired environm ent as well as a necessity o f this activity we suppose that tim e necessary for a feedback provision, first o f all for super vising and evaluation o f clients which is m ore than 6% o f direct w orking tim e o f educators, is excessively overestim ated. W hen com pared with the other activities w hich fulfil the category 2 (activities cultivating the individuality o f a client), supervision, evaluation and feedback provision from the part o f educator (cat. 2K.) are in absolute superiority.
Supportive activities o f therapeutic character (cat. 8) w hich are often declared to be nec essary for a change o f the individualities o f children and youth in m onitored establishm ents
Rozwijanie upośledzonych osobowości dzieci i nastolatków.. 155 w ere registered by us in 2,5% o f w orking tim e o f educators (w hich we consider to be alarm ing).
There rem ains a question w hether the assertion o f 1. Kom inarec (see above) concerning twenty per cent o f tim e w hich is ineffective from the pedagogical point o f view is transferable from environm ent o f Slovak correctional institutions/reform schools also to these conditions in this country. There is much o f it obvious from the data acquired by us and the results indi cate som ething as w ell, how ever in spite o f this we do not express our clear opinion o f effec tiveness o f w orking tim e o f educators in reeducation and resocialization establishm ents. That is to say that in our opinion the revelation o f activities or as the case may be o f categories o f activities (their interpretation) w ithout understanding and acceptance o f the situation and o f local particularities o f each establishm ent could provide us with distorting and incom plete information.
In spite o f this we take the liberty to interpret the problem . If we choose (out o f the categories o f activities) such activities the content o f which seem s to us to be w holly „non pedagogical” , these are the categories 3, 5 0 0 S , 7 and 9. A ccom panim ent o f clients (cat. 3), as well as private dialogues (cat. 5 0 0 S ) are understood by us to be ineffective from the peda gogical point o f view. It is true that the adm inistrative activities (cat. 7) are often connected with educational pedagogic process how ever we believe that the effectiveness o f pedagogic work is in quite other activities. It is true that the activities not related to the vocational activi ties (cat. 9) are an essential part o f work how ever we cannot talk about their pedagogic con tents. The tim e devoted to the above m entioned activities by the educators am ounts to the total o f 16,5 % o f overall direct w orking tim e at observed establishm ents. H ow ever this figure does not represent a com plete datum because a part o f the tim e devoted to supervision and surveillance o f children (cat. 4) may be also classified as a part o f the group o f pedagogically ineffective activities.
So we can assert at the end that the educators o f observed sam ple are less occupied from the pedagogical point o f view (their professional am bitions are not fulfilled) w hen com pared with presuppositions. Large volum e o f their work consists in supervision and surveillance o f clients, in ensuring o f the operation o f the establishm ent itself and the like. It is positive that the activities cultivating the individuality o f children and youth take at least one quarter o f direct w orking tim e within the work o f educator.
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