The student ran away on the way from the children's home to school, the teachers had to look for him, the police were also looking for him. He was on his way to another school, or to his parents, who lived about 100 km away. He used to get emotional when he attacked his classmates, it also happened once that he attacked an assistant. My teacher was called to help. After about 2 minutes from the onset of the affect, he was getting calm and into the phase of regret. Unlike the first student, there were no situations where the student self-harmed. On the contrary, it was a great form of self-pity. He also got into conflict with other Roma classmates, when he claimed that he was better than the others. The worst situations were running away from school, several days in a row, a colleague had to drive a car and look for the student, he found him 2 km away. Instead of going to school, he went to the bus stop and wanted to go somewhere. He ran away after leaving home, a search was announced for him, the police found him in 2 days.
The student was from a Roma family, from a children's home. The idea that they don't have to learn at other schools. He made it clear that he did not want to be at the current school. Bipolar disorder began to manifest itself, the student took medication. He had days when he tried hard and also days when he was conflicted. Motivation was important, in the case of the teacher with whom the interview was conducted, he tried to motivate the pupil. The student claimed that voices were whispering to him to hurt someone, schizophrenia began to manifest. He often walked around the cemetery and saw ghosts there.
Diagnosis, Emotional outbursts, Physical aggression, Attendance problems
The student was often in the hospital for medication. For example, the student stayed here for several months, sometimes the situation improved, sometimes the student was more aggressive. In the event of a conflict, according to the procedure, the director, prevention worker, educational advisor and class teacher were called, everything was consulted with the management of the children's home. In case of non-fulfillment of tasks, etc., it was agreed that he would do these tasks with the teachers in the home. The student had an IVP set. After the evaluation of the IVP, the director went to the children's home for consultations.
Agreement, Support, Cooperation with experts
The situation has stabilized at most, but not improved. Due to the illness, the teachers were not able to do their best, they were only able to minimize the causes of the affects.
11 let, 6. třída
Fotbal, florbal
Arogance,Disrespekt,Neúcta k autoritám,Nevhodné chování
Mgr.
Žák utíkal při cestě z dětského domova do školy, učitelé jej museli hledat, policie ho také hledala. Dával se na cestu do jiné školy, případně za rodiči, kteří bydleli cca 100 km daleko. Dostával se do afektů, kdy napadal spolužáky, jednou se také stalo, že napadl asistentku. Můj učitel byl přivolán na pomoc. Po cca 2 minutách od propuknutí afektu se dostával do klidu a do fáze lítosti. Na rozdíl od prvního žáka nenastávaly situace, kdy by se žák sebepoškozoval. Naopak byla velká forma sebelítosti. Dostával se do konfliktu i s jinými romskými spolužáky, kdy tvrdil, že je lepší než ostatní. Nejhorší situace byly útěky ze školy, několik dní po sobě, kolega musel jet autem a žáka hledat, našel jej 2 km daleko. Místo do školy šel na zastávku a chtěl někam jet. Po odchodu z domova utekl, bylo po něm vyhlášeno pátrání, policie jej našla za 2 dny.
Žák byl z romské rodiny, z dětského domova. Představa toho, že na jiných školách se nemusí učit. Dával najevo, že na současné škole nechce být. Začala se projevovat bipolární porucha, žák medikoval. Měl dny, kdy se hodně snažil a také dny, kdy byl konfliktní. Důležitá byla motivace, v případě učitele, se kterým se rozhovor vedl, se snažil žáka motivovat. Žák tvrdil, že mu hlasy šeptají, aby někomu ubližoval, začala se projevovat schizofrenie. Chodil často kolem hřbitova a vídal tam duchy.
Častokrát byl žák v nemocnici na medikaci. Žák zde pobýval například i několik měsíců, někdy se situace zlepšila, někdy byl žák agresivnější. V případě konfliktu byl podle postupu přivolán ředitel, preventista, výchovný poradce a třídní učitelka, vše se konzultovalo s vedením dětského domova. V případě neplnění úkolů atd byla domluva, že bude tyto úkoly dělat s vychovatelkami v domově. Žák měl nastavený IVP. Po vyhodnocení IVP chodil ředitel na konzultace do dětského domova.
Situace se nanejvýš stabilizovala, ale nezlepšila se. Díky nemoci učitelé nebyli schopni udělat maximum, dokázali pouze minimalizovat příčiny afektů.