It happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.
student in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.
The student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.
The girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.
5 let, 0. ročník ZŠ (přípravná třída)
Lhaní,Hyperaktivita,Krádeže,Problémové chování vůči ostatním
Magisterské vzdělání – Učitelství pro 1. stupeň základní školy
Situace na úrovni chování žáka je drobný a malý kluk, který vypadá na první pohled nevinně. Uměl si hrát na „chudáčka
Žák je konfliktní, těžko si zvyká na změny, nepravidelný denní režim, nedostatečný spánek (podle všeho spal na zemi), výrazná hyperaktivita, neschopnost soustředění a ovládání emocí. Z důvodu častých a nezvládnutých emocionálních výkyvů a hyperaktivity byl poslán na vyšetření ohledně ADHD.
Řešení chování žáka není stoprocentní, protože za jeho chování může z velké části způsob jakým žije - v neúplné rodině, která se pořád stěhuje a navíc maminka není schopná se o všechny postarat. Z části bylo jeho chování vyřešeno návštěvami u psycholožky a snaha o změnu v domácím prostředí.
Výsledek je zatím celkem pozitivní, čeká ho ještě hodně práce. Žák má určitý styl chování naučené z domu, takže nelze jeho chování jen tak změnit, ale jsou vidět menší pokroky. Stále je v procesu, jak se s ním dál bude pracovat. Zajímavé je, že jeho bratr, i když bydlel ve stejných podmínkách, zvládá normální chování ve třídě.