Therapeutic Pedagogy 2
Course Description and Literature:
The course Therapeutic Pedagogy 2 represents a continuation and further development of the fundamental knowledge acquired in the course Therapeutic Pedagogy 1 and is focused on the systematic integration of pedagogical theory, psychotherapeutic insights, and concrete educational practice. The starting point of the course is the understanding of the student as a whole person, whose cognitive, emotional, social, and behavioural aspects are interconnected and inseparable within the processes of learning and development.
Within the course, contemporary approaches to therapeutic pedagogy are examined as an interdisciplinary field connecting pedagogy, psychology, psychotherapy, and rehabilitation sciences, with a particular emphasis on the mental health of children and young people, the prevention of risky behaviours, and the development of inclusive pedagogical practices. Students become familiar with the fundamental concepts of healthy and unhealthy behaviour, the mechanisms underlying the emergence of prejudice and stigma in the field of mental health, and the ways in which these can be recognised and deconstructed within the educational context.
Special attention is given to the development of teachers? communication competencies in working with students with special educational needs, as well as with students who display emotional, behavioural, or social difficulties. The course emphasises the importance of empathetic, reflective, and ethically grounded communication and equips students to recognise situations in which it is necessary to adapt pedagogical approaches, teaching methods, and forms of interaction with students.
Therapeutic Pedagogy 2 has a strong practical dimension and is oriented towards the application of acquired knowledge in real educational situations. Through the course, students develop the ability to connect theoretical models with concrete examples from practice, particularly in work with students in both class-based and subject-based teaching, as well as within the broader context of educational institutions. The focus is placed on understanding students? experiences, emotional reactions, and behavioural patterns, as well as on designing pedagogical interventions that contribute to emotional stability, a sense of safety, and inclusion in the educational process.
Teaching is conducted through a combination of lectures, analysis of video materials, case studies, and joint reading and interpretation of selected texts during class. The analysis of video materials provides students with insight into concrete pedagogical and therapeutic-pedagogical situations, while work on case studies encourages the development of analytical and reflective thinking and the application of theoretical knowledge to real-life problems from practice. The reading and interpretation of selected professional and literary texts serve as a basis for discussion of emotional, ethical, and pedagogical aspects of working with children and young people.
Across all forms of teaching, active student participation, critical thinking, argument-based discussion, and the integration of theoretical knowledge with personal and professional experience are encouraged. The final aim of the course is to prepare students for thoughtful, responsible, and emotionally sensitive pedagogical work, in which education is not viewed solely as the transmission of knowledge, but as a process that involves the student?s entire personality.
Course Objectives (from the syllabus)
To deepen awareness of the connection between (psycho)therapy and pedagogy.
To provide relevant information on healthy and unhealthy behaviour.
To raise awareness of prejudices in the field of mental health.
To develop forms of communication with students with special educational needs (inclusion).
Learning Outcomes at the Programme Level
To define basic concepts in pedagogy and psychotherapy.
To define basic concepts of therapeutic pedagogy.
To explain the fundamental theoretical foundations of therapeutic pedagogy.
To explain the role and position of therapeutic pedagogy.
To illustrate the connection between theory and practice using concrete examples from literature or professional practice.
Course Requirements and Assessment Points
Attendance 15 points
In-class participation 5 points
Written essay 20 points
Oral examination based on the essay 60 points
The essay must achieve at least 10 points to pass.
At least 20 points must also be achieved in the Oral examination based on the essay.
Grading Scale
100?90 points excellent (5)
89?80 points very good (4)
79?70 points good (3)
69?60 points sufficient (2)
Requirements for Course Completion (Signature)
Attendance of at least 12 classes.
Submission of the essay.
Attendance
For 12 attendances, 20 points are awarded.
With fewer than 12 attendances, the course cannot be completed.
More than 12 attendances also result in 20 points.
Essay
The essay is a prerequisite for course completion.
The essay must contain at least 4,000 words (approximately 10 A4 pages, Word format, Times New Roman, font size 12, line spacing 1.5).
There is no upper limit to the number of words.
The essay must be written in the form of a review paper.
The essay is to be sent to the following email address: kroatologija@gmail.com
The submission deadline is 1 May at 8:00 PM.
IMPORTANT:
For each day of delay, the essay loses 10 percent of the achieved points.
Oral examination based on the essay
Each essay must be "defended" in an oral examination. Students must demonstrate thorough knowledge of the book presented in their essay.
The oral defence takes place during the regular examination period.
Essay Topics
Students must select one of the books listed in the required literature and write a review paper on it.
Required Literature
(left in the original language, as requested)
Brajša, Pavao (1994). Pedagoška komunikologija.
Davis, Hilton (1998). Pomozimo bolesnoj djeci.
De Zan, Damir (2013). Slika i crtež u psihoterapiji djece i obitelji.
Gruden, Zdenka (1994). Psihoterapijska pedagogija.
Piskač, Davor (2018). O književnosti i životu.
Additional Literature for Essay Writing
(left in the original language)
Arambašić, L. (2012). Psihološka prva pomoć nakon kriznih događaja. Jastrebarsko: Naklada Slap.
Arambašić, L. (2005). Gubitak, tugovanje, podrška. Jastrebarsko: Naklada Slap.
Bušljeta, Rona; Piskač, Davor (2018). Biblioterapija u nastavi književnosti.
Kordiš, D. (2016). Socijalno-emotivni razvoj djeteta u ranom djetinjstvu. Doktorski rad. Sveučilište u Puli, Fakultet za odgojne i obrazovne znanosti.
Kosić, K. (2018). Tugovanje kod djece. Doktorski rad. Sveučilište Josipa Jurja Strossmayera u Osijeku, Fakultet za odgojne i obrazovne znanosti.
Piskač, Davor (2013). Literarni doprinosi inkluziji. Revija za rehabilitacijska istraživanja, 49, 173?183.
Piskač, Davor (2023). Terapijsko čitanje Matoševe pripovijetke Camao. Croatica et Slavica Iadertina, 19/2, 227?263.
Piskač, Davor (2024). Therapeutic Reading of Emotional Conceptual Metaphors. Primerjalna književnost, Vol. 47, No. 1, pp. 25?45.
Piskač, Davor; Marinčić, Manca (2024). Čustveno življenje metafor: biblioterapevtska perspektiva. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani.
Essay Structure
The essay must include the following sections:
abstract
introduction
main body
conclusion
The abstract must provide a brief overview of the essay.
The introduction presents the topic.
The main body elaborates the topic in detail.
The conclusion summarises the findings and suggests possibilities for further research.
Essay Assessment Criteria
Language accuracy and word count (no more than 5 spelling or grammatical errors; at least 4,000 words) 4 points
Use of language (professional language and academic metalanguage) 4 points
Theoretical literature (correct and consistent use of sources and references) 4 points
Essay structure (abstract, introduction, main body, conclusion) 4 points
Complexity of the topic (comparative use of at least one additional book from required or supplementary literature) 4 points
IMPORTANT!
Plagiarism will not be tolerated.
Plagiarism includes:
copying text using the copy/paste method and presenting it as one?s own work
reproducing parts of other books or journals without proper citation
Intellectual property is property.
How would you feel if someone took your computer and said:
?From now on, this is my computer??
The use of AI will be strictly monitored.
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