Developmental Neuropsychobiology 1

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Name of lecturer(s):

Learning outcomes of the course unit:

The purpose of the course is to introduce students to the fundamental information about the brain and explain in what manner it takes part in all elements of human activity and what significance it has for the development of children.

- To have a good bearing in the basics of neurology, particularly the limbic system.

- Awarness of the relationship between psychological and neurological processes.

- Introduction to various types of disabilities with which the drama training instructor may come into contact.

Mode of study:

Discussions, readings, analysis of media recordings.

Prerequisites and co-requisites:

Completion of Psychology and Drama Training courses, personal experience in working with children, active participation in the course.

Course contents:

I. Introduction

- Classical neuranatomy (periferal nerves and the central nervous system),

- functional neuroanatomy: brain stem, cortex (basal ganglia, thalamus, limbic cortex - amygdala, hippocampus, cigulate), core front and rear halves of the brain,

- neurobiology,

- neurophysiology,

- neurochemistry.

II. Various neuphysic-biological concepts.

III. Phylogenetic and ontogenetic aspects.

IV. The brain and its functions: motoring; empathy, emotion, sexual behaviour; cognitive processes (memory, thought, creativity).

V. Drama and the brain: experience, rituals, resilience.

VI. Borderline diagnoses and dysfunctions.

VII. Abnormal and pathological conditions.

Key topics are those which are related to the relationship between events in the mind and external of children with an emphasis on risk periods in the development and dangers of inappropriate external intervention. Significant issues are of maleability, learning potential, significance and needs in communication with the surroundings, playful behaviour - creativity and their neurophysiological foundation. The group of topics dealing with disturbances in brain development activity and their relation to the aging and individual integrity of a child is to introduce students to the main indications of an afflicted brain. The final part of instruction is focused on explaining the comprehensive care of disabled children and potential of using various forms of therapy applied in drama training.

Recommended or required reading:

ČERNÁ, Marie aj. Lehké mozkové dysfunkce. 2., přeprac. vyd. Praha: Karolinum, 1992. 160 s. ISBN 80-7066-597-1.

DAMASIO, Antonio R. Descartesův omyl: Emoce, rozum a lidský mozek. Přel. Lucie Motlová a Alžběta Hesová. Praha: MF, 2000. 264 s. Přel. z: Descartes' Error. Emotion, Reason and Human Brain [1994]. Ed. Kolumbus, sv. 152. ISBN 80-204-0844-4.

---. Hledání Spinozy: radost, strast a citový mozek. Praha: dyybuk, Jan Šavrda, 2004. 352 s. Přel. z: Looking for Spinoza: Joy, Sorrow, and the Feeling Brain. ISBN 80-903001-9-7.

JENNINGS, Sue. Remedial drama : a handbook for teachers and therapists. London: Pitman, 1973. 116 s.

KOMÁREK, Vladimír. Mozkové zákulisí. Tvořivá dramatika. 1996, roč. VII, č. 1-2000, roč. XI, č. 3.

KOUKOLÍK, František. Lidský mozek: Funkční systémy. Norma a poruchy. Praha: Portál, 2000. 360 s. ISBN 80-7178-379-X.

LESNÝ, Ivan; ŠPITZ, Jan. Neurologie a psychiatrie pro speciální pedagogy. Praha: SPN, 1989. 232 s. ISBN 80-04-22922-0.

PROVAZNÍK, Jaroslav (ed.). Dramatická výchova a dítě v bludišti dnešního světa. Praha: Sdružení pro tvořivou dramatiku, 2001. 164 s. ISBN 80-901660-4-0.

Assessment methods and criteria:

Credit is awarded based on:

participation in class,

a presentation based on a study of literature and resources or completion of a course paper.

Course web page:

Note:

May be completed in the 3rd or 4th year of Bachelor's study, 2nd or 3rd year of Master's study.

Further information:

No schedule has been prepared for this course

The subject is a part of the following study plans: