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Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the World Health Organization, the well-being of university students is essential for students’ collective and individual ability to think, perceive emotions, cooperate with each other, earn a living and experience the joy of life. From this point of view, both the protection and restoration of mental health and the development of the student’s well-being should be of fundamental interest not only to individuals, but especially to communities and societies around the world. The paper presents the possible ways to actively support the health and well-being of students during distance learning at Czech universities and colleges, as specifi c institutions; comprehensively, beyond a circumscribed focus on student academics (e.g. student motivation), to the systematic development of the academic well-being of all students (e.g. building up well-being through the adoption of the principles of a healthy lifestyle). The paper presents methodological recommendations that are aimed at actively supporting the health and well-being of university students during distance learning. Specifi c recommendations are provided for each context with reference to nine routes to well-being: positive emotions, engagement, relationships, meaning, accomplishment, physical health, environment, mindset, and economic security. [ABSTRACT FROM AUTHOR]

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this paper is to present a peer project aimed at promoting student wellbeing. It is based on an analysis of the susceptibility to stress of students from different study fi elds (Tošnerová, Tošner, 2002) and published results of international authors – e.g. Reddy, Menon, Thattil (2018), Böke, Mills, Mettler, Heath (2019). The project focuses on salutoprotective resources applicable in the university environment in various situations (e.g. in the prevention of academic failure, development of selected life competences, with an emphasis on the promotion of self-effi cacy, etc.); it is then modifi ed in practice with regard to the specifi cs of particular students (from a particular fi eld of study) so that based on the given survey, students receive specifi c recommendations aimed at preventing those stressors that are typical for that particular target group. The project is based on the principle of the peer interaction of university students studying to be wellness specialists and is signifi cantly linked to real-life practice. [ABSTRACT FROM AUTHOR]

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the background and current conditions of pre-primary education for children with mental disabilities in Slovakia. The aim of a quantitative investigation was to identify the specifi c features of pre-primary education for children with intellectual disabilities in terms of praxeology. A questionnaire for teachers of special kindergarten for children with developmental disabilities and special classes for children with mental disabilities has been a major research tool. The results provide a quantitative analysis of research data and knowledge about the specifi cs of pre-primary education of children with intellectual disabilities in Slovakia. [ABSTRACT FROM AUTHOR]

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We will present our experience of running an experiential group based on the method of Biosynthesis, realized both online and in person from 2020 to 2022 (seven courses with a total of 68 participants) for students and employees of Charles University. As leading the group was not intended as research, the article is formulated as a case study complemented by a qualitative analysis of data from the fi nal anonymous evaluative questionnaire. In the introduction, we will present biosynthetic psychotherapy as an integrative psychotherapeutic school combining psychodynamic, humanistic and body psychotherapy elements. The following section describes the specifi c format of the group and how it differs from group therapy: creating a safe space; structure of the meetings and methods of biosynthetic groupwork (moderated discussion, body work etc.). The next part describes the target groups, the team, examples of the discussed topics. In the last part, we will present the gains and challenges that the group brought. The main benefi ts of the group were self-knowledge, the possibility of sharing and connecting with other participants. The participants positively evaluated the activities, discussion topics and group facilitation, but had reservations about the organization. The main challenges are refl ecting on emerging group dynamics and good group composition. The biosynthetic group represents a benefi cial format for students, with and without specifi c needs, as well as for staff, while the benefi t for Ukrainian students is questionable. Our results are only preliminary in nature. [ABSTRACT FROM AUTHOR]

Background Mindfulness-based programmes (MBPs) provide an increasingly popular approach to improving mental health. Previous meta-analysis suggested that MBPs show promising effectiveness. Objective To evaluate if online MBCT-L (Mindfulness Behavioral Cognitive Therapy for Life) courses reduce the level of perceived stress and enhance the well-being felt by university students and academics. Methods A pilot questionnaire survey among 28 participants in two online MBCT-L courses aimed at determining the level of perceived stress before and after the course using a standardized PSS-10 scale (Perceived Stress Scale-10) and evaluating the course using a structured evaluation questionnaire. Finding The results indicate a signifi cant shift in the majority of participants in the area of well-being and alleviation of perceived stress associated with studying or working. Conclusions MBCT-L supports changes in the well-being of university students and academics and reduces the level of perceived stress. Further work is required to explore how best to sustain improvements. [ABSTRACT FROM AUTHOR]

The contribution is focused on an analysis of the situation of university counselling in Slovakia in relation to ethics. It is based on the fi ndings of several projects dedicated to the problems of counselling in the school system in Slovakia and on the postmodernity of academic life. The author anchors the terminology in dialogical personalism. The methodology consists of establishing the Gadamerian situation of dialogical understanding of interdisciplinary approaches, comparing the fi ndings of projects with the author‘s practice as both an advisor and as an ethicist, and the heuristics of implementing ethics into university counselling activities. The fundamental conclusion of the research is the deduction that, just as freedom needs limits, so counselling inevitably needs ethics in order to be delivered wisely, humanely and effectively. [ABSTRACT FROM AUTHOR]

An introduction is presented in which author discusses article son topics including focuses on European Social Fund project ESF for VŠ II in the UK, implemented by Charles University that made possible the unification and formal anchoring in the organizational structure of the Faculty of Education.

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)