{"id":17964,"date":"2026-05-11T10:57:25","date_gmt":"2026-05-11T08:57:25","guid":{"rendered":"https:\/\/meetplatform.eu\/zkrizene-ruce-aneb-kazdy-jsme-jiny\/"},"modified":"2026-06-23T18:27:58","modified_gmt":"2026-06-23T16:27:58","slug":"zkrizene-ruce-aneb-kazdy-jsme-jiny","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/cs\/zkrizene-ruce-aneb-kazdy-jsme-jiny\/","title":{"rendered":"Zk\u0159\u00ed\u017een\u00e9 ruce aneb Ka\u017ed\u00fd jsme jin\u00fd"},"content":{"rendered":"\t\t
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\n \n <\/path><\/svg> <\/span>\n <\/div>\n
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\n \n <\/div>\n <\/div>\n <\/div>\n \t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n \n\t\t Zk\u0159\u00ed\u017een\u00e9 ruce aneb Ka\u017ed\u00fd jsme jin\u00fd<\/span>\n \t\t<\/span>\n <\/h2>\n \t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\u00da\u010del: Vytvo\u0159en\u00ed pozitivn\u00ed pracovn\u00ed atmosf\u00e9ry a podpora flexibiln\u00edho my\u0161len\u00ed; sezn\u00e1men\u00ed s dal\u0161\u00edmi aktivitami.<\/p>

\u0158e\u0161en\u00fd probl\u00e9m: Tendence k rigidn\u00edmu my\u0161len\u00ed mezi mlad\u00fdmi lidmi z \u0159ad NEET a p\u0159edpoklad, \u017ee ostatn\u00ed vn\u00edmaj\u00ed realitu stejn\u00fdm zp\u016fsobem jako my.<\/p>

Relevance pro du\u0161evn\u00ed zdrav\u00ed: Strnul\u00e9 my\u0161len\u00ed a nedostatek kognitivn\u00ed flexibility mohou p\u0159isp\u00edvat ke konflikt\u016fm, mezilidsk\u00e9mu stresu, obt\u00ed\u017e\u00edm s adaptac\u00ed na nov\u00e9 situace a emo\u010dn\u00edm blok\u00e1d\u00e1m. Uv\u011bdom\u011bn\u00ed si r\u016fzn\u00fdch perspektiv je nezbytn\u00e9 pro empatii, toleranci a regulaci emoc\u00ed. <\/p>

Zam\u00fd\u0161len\u00e1 zm\u011bna: Zvy\u0161ov\u00e1n\u00ed pov\u011bdom\u00ed o kognitivn\u00ed nepru\u017enosti, zvy\u0161ov\u00e1n\u00ed schopnosti akceptovat odli\u0161n\u00e9 vn\u00edm\u00e1n\u00ed a podpora otev\u0159enosti ke zm\u011bn\u011b vlastn\u00ed perspektivy, i kdy\u017e je to nep\u0159\u00edjemn\u00e9.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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Kontext pilotn\u00ed implementace<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Tato aktivita byla realizov\u00e1na jako sou\u010d\u00e1st pilotn\u00ed akce v r\u00e1mci projektu MEET na Teoretick\u00e9m gymn\u00e1ziu \u201e Me\u0219terul Manole\u201c v obci S\u0103lcu\u021ba , p\u0159idru\u017een\u00e9m partnerovi St\u00e1tn\u00ed pedagogick\u00e9 univerzity Iona Creang\u0103 v Ki\u0161in\u011bv\u011b. Pilotn\u00ed akce byla provedena se dv\u011bma odli\u0161n\u00fdmi skupinami student\u016f. Mlad\u0161\u00ed skupinu tvo\u0159ilo 10 chlapc\u016f a 14 d\u00edvek z 5. a\u017e 8. ro\u010dn\u00edku ve v\u011bku 12 a\u017e 14 let. Star\u0161\u00ed skupinu tvo\u0159ili 4 chlapci a 14 d\u00edvek z 9. a\u017e 12. ro\u010dn\u00edku ve v\u011bku 15 a\u017e 17 let. V obou skupin\u00e1ch vedli sezen\u00ed dva vy\u0161kolen\u00ed facilit\u00e1to\u0159i, kte\u0159\u00ed dodr\u017eovali stejnou strukturu aktivit a z\u00e1rove\u0148 p\u0159izp\u016fsobovali tempo a hloubku reflexe v\u011bkov\u011b specifick\u00fdm charakteristik\u00e1m \u00fa\u010dastn\u00edk\u016f. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Teoretick\u00e9 pozad\u00ed<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Kognitivn\u00ed flexibilita ozna\u010duje schopnost \u010dlov\u011bka p\u0159izp\u016fsobit sv\u00e9 my\u0161len\u00ed, chov\u00e1n\u00ed a emo\u010dn\u00ed reakce r\u016fzn\u00fdm kontext\u016fm. V oblasti du\u0161evn\u00edho zdrav\u00ed je d\u016fle\u017eit\u00fdm ochrann\u00fdm faktorem a je spojov\u00e1na s adaptabilitou, odolnost\u00ed a zdrav\u00fdmi mezilidsk\u00fdmi vztahy. Lid\u00e9 se \u010dasto domn\u00edvaj\u00ed, \u017ee jejich zp\u016fsob vn\u00edm\u00e1n\u00ed v\u011bc\u00ed je \u201ep\u0159irozen\u00fd\u201c nebo \u201espr\u00e1vn\u00fd\u201c. Tento p\u0159edpoklad m\u016f\u017ee v\u00e9st k soud\u016fm, konflikt\u016fm nebo odporu ke zm\u011bn\u011b. Jednoduch\u00e1 z\u00e1\u017eitkov\u00e1 cvi\u010den\u00ed, kter\u00e1 zahrnuj\u00ed t\u011blo, mohou tyto mechanismy zviditelnit bezpe\u010dn\u00fdm a p\u0159\u00edstupn\u00fdm zp\u016fsobem. N\u00e1stroj \u201eZm\u011b\u0148te svou perspektivu\u201c vyu\u017e\u00edv\u00e1 metafory zalo\u017een\u00e9 na t\u011ble (zk\u0159\u00ed\u017een\u00ed prst\u016f a pa\u017e\u00ed) k ilustraci my\u0161lenky, \u017ee to, co se n\u011bkter\u00fdm lidem zd\u00e1 p\u0159irozen\u00e9, se jin\u00fdm m\u016f\u017ee zd\u00e1t nep\u0159irozen\u00e9. P\u0159\u00edm\u00fdm pro\u017e\u00edv\u00e1n\u00edm nepohodl\u00ed zp\u016fsoben\u00e9ho zm\u011bnou automatick\u00e9 pozice mohou \u00fa\u010dastn\u00edci sn\u00e1ze pochopit, jak zm\u011bna perspektivy funguje na kognitivn\u00ed i emocion\u00e1ln\u00ed \u00farovni. Cvi\u010den\u00ed vytv\u00e1\u0159\u00ed prostor pro reflexi individu\u00e1ln\u00edch rozd\u00edl\u016f a zd\u016fraz\u0148uje pot\u0159ebu otev\u0159enosti a empatie. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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C\u00edlov\u00e1 skupina<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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  • V\u011bk: 16\u201330 let (mo\u017eno upravit i pro dosp\u011bl\u00e9)<\/li>
  • Profil: studenti, mlad\u00ed lid\u00e9 NEET, ml\u00e1de\u017e ze zraniteln\u00e9ho prost\u0159ed\u00ed, rozmanit\u00e9 skupiny (m\u011bstsk\u00e9\/venkovsk\u00e9, men\u0161iny)<\/li>
  • Kontext: neform\u00e1ln\u00ed nebo form\u00e1ln\u00ed vzd\u011bl\u00e1vac\u00ed prost\u0159ed\u00ed (vzd\u011bl\u00e1vac\u00ed aktivity, workshopy, \u0161kolen\u00ed)<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    Kontext pou\u017eit\u00ed<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    M\u00edsto: \u0160kola, nevl\u00e1dn\u00ed organizace, ml\u00e1de\u017enick\u00e1 centra , komunitn\u00ed centra atd.<\/p>

    Typy dovednost\u00ed a \u0159e\u0161en\u00fdch dimenz\u00ed :<\/p>

    • Socioemo\u010dn\u00ed dovednosti: empatie, tolerance, akceptace odli\u0161nost\u00ed<\/li>
    • Vztahov\u00e9 dovednosti : otev\u0159en\u00e1 komunikace, redukce soud\u016f<\/li>
    • Dovednosti seberegulace: tolerov\u00e1n\u00ed nepohodl\u00ed<\/li>
    • Dovednosti uv\u011bdom\u011bn\u00ed: uv\u011bdom\u011bn\u00ed si vlastn\u00edho automatick\u00e9ho chov\u00e1n\u00ed a perspektiv, kognitivn\u00ed flexibilita, kritick\u00e9 my\u0161len\u00ed<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Popis aktivity \u2013 krok za krokem<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Krok 1: \u00davod \u2013 \u201eV\u0161ichni jsme jin\u00ed\u201c<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      D\u00e9lka: 5 minut<\/p>

      Postup: \u00da\u010dastn\u00edci jsou po\u017e\u00e1d\u00e1ni, aby sepjali ruce tak, aby se jim prsty propletly. Pot\u00e9 jsou vyzv\u00e1ni, aby sledovali, kter\u00fd palec je naho\u0159e. D\u00e1le jsou \u00fa\u010dastn\u00edci po\u017e\u00e1d\u00e1ni, aby zvedli ruku, pokud m\u011bli, stejn\u011b jako facilit\u00e1tor, lev\u00fd palec naho\u0159e (je jim \u0159e\u010deno, \u017ee v tomto kroku mohou ruce odd\u011blit). Ruku zvedne p\u0159ibli\u017en\u011b polovina \u00fa\u010dastn\u00edk\u016f, bez ohledu na to, zda jsou prav\u00e1ci nebo lev\u00e1ci. Pot\u00e9 jsou ostatn\u00ed \u00fa\u010dastn\u00edci po\u017e\u00e1d\u00e1ni, aby zvedli ruku, ti, kte\u0159\u00ed m\u011bli prav\u00fd palec naho\u0159e . Lektor zd\u016fraz\u0148uje, \u017ee to, co se jev\u00ed p\u0159irozen\u00e9 n\u011bkter\u00fdm lidem, se jin\u00fdm zd\u00e1 p\u0159irozen\u00e9 ne. Nap\u0159\u00edklad \u010dasto p\u0159edpokl\u00e1d\u00e1me, \u017ee by lid\u00e9 m\u011bli vid\u011bt v\u011bci stejn\u011b jako my, ale d\u00edky tomuto jednoduch\u00e9mu cvi\u010den\u00ed si uv\u011bdom\u00edme, \u017ee tomu tak v\u017edy nen\u00ed. <\/p>


      <\/strong><\/em>Tabulka 1. Akce \u2013 Krok 1. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      \u010cinnosti facilit\u00e1tora<\/th>\nAkce \u00fa\u010dastn\u00edk\u016f<\/strong><\/th>\n<\/tr>\n
      Vyzv\u011bte \u00fa\u010dastn\u00edky, aby sepjali ruce s propleten\u00fdmi prsty.<\/td>\nProve\u010fte cvi\u010den\u00ed a v\u0161imn\u011bte si rozd\u00edl\u016f v poloze palce (vlevo nebo vpravo) mezi \u00fa\u010dastn\u00edky.<\/td>\n<\/tr>\n
      Po\u017e\u00e1dejte je, aby si v\u0161imli, kter\u00fd palec je naho\u0159e.<\/td>\n<\/td>\n<\/tr>\n
      Po\u017e\u00e1dejte \u00fa\u010dastn\u00edky, aby zvedli ruku podle toho, kter\u00fd palec je naho\u0159e.<\/td>\n<\/td>\n<\/tr>\n
      Zv\u00fdrazn\u011bte p\u0159ibli\u017en\u011b stejn\u00e9 rozlo\u017een\u00ed pozic palc\u016f ve skupin\u011b.<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Reflexe: Toto cvi\u010den\u00ed pom\u00e1h\u00e1 \u00fa\u010dastn\u00edk\u016fm uv\u011bdomit si, \u017ee lid\u00e9 jsou r\u016fzn\u00ed a co se n\u011bkter\u00fdm zd\u00e1 p\u0159irozen\u00e9, se jin\u00fdm m\u016f\u017ee zd\u00e1t nep\u0159irozen\u00e9. Zd\u016fraz\u0148uje tak\u00e9 d\u016fle\u017eitost schopnosti zm\u011bnit na\u0161i perspektivu, i kdy\u017e je to nep\u0159\u00edjemn\u00e9, abychom vid\u011bli v\u011bci z jin\u00e9ho \u00fahlu pohledu. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 2: Zm\u011bna polohy<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      D\u00e9lka: 3 minuty<\/p>

      Postup: Lektor po\u017e\u00e1d\u00e1 \u00fa\u010dastn\u00edky, aby zm\u011bnili polohu sv\u00fdch prst\u016f (a ujistili se, \u017ee zm\u011bn\u00ed polohu nejen palce, ale i v\u0161ech ostatn\u00edch prst\u016f). Na ot\u00e1zku, jak se nyn\u00ed c\u00edt\u00ed, \u00fa\u010dastn\u00edci obvykle odpov\u00eddaj\u00ed slovy jako: zvl\u00e1\u0161tn\u00ed, trapn\u00e9 nebo nep\u0159\u00edjemn\u00e9. <\/p>

      Tabulka 2. Akce \u2013 Krok 2. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      \u010cinnosti facilit\u00e1tora<\/th>\nAkce \u00fa\u010dastn\u00edk\u016f<\/strong><\/th>\n<\/tr>\n
      Po\u017e\u00e1dejte \u00fa\u010dastn\u00edky, aby zcela zm\u011bnili polohu sv\u00fdch prst\u016f (nejen palec, ale v\u0161echny prsty by m\u011bly b\u00fdt p\u0159em\u00edst\u011bny).<\/td>\nZm\u011b\u0148te polohu prst\u016f podle pokyn\u016f.<\/td>\n<\/tr>\n
      Zeptejte se \u00fa\u010dastn\u00edk\u016f, jak se c\u00edt\u00ed po proveden\u00ed zm\u011bny.<\/td>\nZamyslete se nad t\u00edm, jak se c\u00edt\u00ed v nov\u00e9 pozici (nap\u0159. je zvl\u00e1\u0161tn\u00ed, trapn\u00e1, nep\u0159\u00edjemn\u00e1).<\/td>\n<\/tr>\n\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Reflexe: Toto cvi\u010den\u00ed pom\u00e1h\u00e1 \u00fa\u010dastn\u00edk\u016fm uv\u011bdomit si rozmanitost v tom, jak lid\u00e9 pro\u017e\u00edvaj\u00ed stejnou \u017eivotn\u00ed situaci, a pom\u00e1h\u00e1 jim znovu se spojit s jejich \u201esev\u0159en\u00edm\u201c reality.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 3: Cvi\u010den\u00ed \u201eZk\u0159\u00ed\u017een\u00ed pa\u017e\u00ed\u201c<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      D\u00e9lka: 5 minut<\/p>

      Postup: Po dokon\u010den\u00ed p\u0159edchoz\u00edho cvi\u010den\u00ed jsou \u00fa\u010dastn\u00edci vyzv\u00e1ni k vyzkou\u0161en\u00ed \u201epokro\u010dilej\u0161\u00ed verze\u201c. V tomto cvi\u010den\u00ed jsou po\u017e\u00e1d\u00e1ni, aby si zk\u0159\u00ed\u017eili ruce a sledovali, kter\u00e1 ruka je naho\u0159e. Stejn\u011b jako p\u0159edt\u00edm \u00fa\u010dastn\u00edci zvedaj\u00ed ruce podle toho, kter\u00e1 ruka je naho\u0159e. Lektor upozor\u0148uje, \u017ee mnoho z t\u011bch, kte\u0159\u00ed m\u011bli v p\u0159edchoz\u00edm cvi\u010den\u00ed naho\u0159e prav\u00fd palec, m\u00e1 nyn\u00ed naho\u0159e opa\u010dnou ruku. Stejn\u011b jako v p\u0159edchoz\u00edm cvi\u010den\u00ed je skupina pro ka\u017edou mo\u017enost zhruba rozd\u011blena na poloviny. \u00da\u010dastn\u00edci jsou pot\u00e9 po\u017e\u00e1d\u00e1ni, aby vyzkou\u0161eli \u201evym\u011bn\u011bnou\u201c polohu pa\u017e\u00ed. V\u011bt\u0161ina z nich uv\u00e1d\u00ed, \u017ee se jim to zd\u00e1 \u201eje\u0161t\u011b podivn\u011bj\u0161\u00ed\u201c ne\u017e d\u0159\u00edve. Lektor op\u011bt zd\u016fraz\u0148uje, \u017ee to, co se n\u011bkomu zd\u00e1 p\u0159irozen\u00e9, se jin\u00e9mu m\u016f\u017ee zd\u00e1t vynucen\u00e9 a naopak. <\/p>

      Tabulka 3. Akce \u2013 Krok 3. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      \u010cinnosti facilit\u00e1tora<\/th>Akce \u00fa\u010dastn\u00edk\u016f<\/strong><\/th><\/tr>

      Vyzv\u011bte \u00fa\u010dastn\u00edky, aby si zk\u0159\u00ed\u017eili ruce a sledovali, kter\u00e1 ruka je naho\u0159e.<\/p><\/td>

      		Experimentujte s novou polohou pa\u017ee a v\u0161\u00edmejte si nepohodl\u00ed nebo nep\u0159\u00edjemn\u00fdch pocit\u016f s n\u00ed spojen\u00fdch.<\/td><\/tr>

      Zv\u00fdrazn\u011bte rozd\u00edly oproti p\u0159edchoz\u00edmu cvi\u010den\u00ed.<\/p><\/td>

      		 <\/td><\/tr>
      Po\u017e\u00e1dejte \u00fa\u010dastn\u00edky, aby zm\u011bnili polohu pa\u017e\u00ed.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t

      Reflexe: Toto cvi\u010den\u00ed slou\u017e\u00ed jako metafora pro to, jak lid\u00e9 vn\u00edmaj\u00ed v\u011bci r\u016fzn\u00fdmi zp\u016fsoby. N\u011bkte\u0159\u00ed k v\u011bcem p\u0159istupuj\u00ed racion\u00e1ln\u011bji a zdrav\u011bji, zat\u00edmco jin\u00ed pot\u0159ebuj\u00ed zm\u011bnit sv\u016fj pohled na v\u011bc zp\u016fsobem, kter\u00fd je pro ostatn\u00ed nep\u0159\u00edjemn\u00fd, ale p\u0159irozen\u00fd. \u010casto p\u0159edpokl\u00e1d\u00e1me, \u017ee lid\u00e9 filtruj\u00ed v\u011bci stejn\u011b jako my; m\u00e1me tendenci d\u011blat p\u0159\u00edli\u0161 mnoho p\u0159edpoklad\u016f, m\u00edsto abychom otev\u00edrali svou mysl. Stejn\u011b jako ka\u017ed\u00fd \u010dlov\u011bk m\u016f\u017ee h\u00fdbat prsty, m\u016f\u017ee tak\u00e9 zm\u011bnit sv\u00e9 jednorozm\u011brn\u00e9 my\u0161len\u00ed, co\u017e \u010dasto vede k pocitu, \u017ee se lid\u00e9 c\u00edt\u00ed zasekl\u00ed. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

      \n\t\t\t\t\t

      Krok 4: \u0158\u00edzen\u00e1 reflexe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t

      D\u00e9lka: 5\u20137 minut<\/p>

      Postup: Po dokon\u010den\u00ed z\u00e1\u017eitkov\u00fdch cvi\u010den\u00ed lektor vyzve \u00fa\u010dastn\u00edky k \u0159\u00edzen\u00e9 reflexi. D\u016fraz je kladen na souvislost mezi fyzick\u00fdm nepohodl\u00edm pro\u017e\u00edvan\u00fdm b\u011bhem cvi\u010den\u00ed a podobn\u00fdmi situacemi v re\u00e1ln\u00e9m \u017eivot\u011b, kde je zm\u011bna kognitivn\u00ed nebo emocion\u00e1ln\u00ed perspektivy nezbytn\u00e1, ale obt\u00ed\u017en\u00e1. Tato reflexe prob\u00edh\u00e1 v bezpe\u010dn\u00e9m a nen\u00e1tlakov\u00e9m prost\u0159ed\u00ed, kde se od \u00fa\u010dastn\u00edk\u016f neo\u010dek\u00e1v\u00e1, \u017ee budou poskytovat \u201espr\u00e1vn\u00e9\u201c odpov\u011bdi. <\/p>


      Tabulka 4. Akce \u2013 Krok 4. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

      \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n\n
      \u010cinnosti facilit\u00e1tora<\/th>\nAkce \u00fa\u010dastn\u00edk\u016f<\/strong><\/th>\n<\/tr>\n
      Polo\u017ete \u00fa\u010dastn\u00edk\u016fm n\u00e1sleduj\u00edc\u00ed ot\u00e1zky:<\/td>\nZamyslete se nad ot\u00e1zkami a nab\u00eddn\u011bte na n\u011b odpov\u011bdi.<\/td>\n<\/tr>\n
      Co se v\u00e1m zd\u00e1lo p\u0159irozen\u00e9 a co nep\u0159\u00edjemn\u00e9?<\/td>\n<\/td>\n<\/tr>\n
      Kde se v re\u00e1ln\u00e9m \u017eivot\u011b setk\u00e1v\u00e1me s podobn\u00fdmi situacemi?<\/td>\n<\/td>\n<\/tr>\n
      Co znamen\u00e1 zm\u011bnit na\u0161i perspektivu?<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t

      Reflexe: Tento krok pom\u00e1h\u00e1 \u00fa\u010dastn\u00edk\u016fm integrovat fyzick\u00fd z\u00e1\u017eitek na kognitivn\u00ed a emocion\u00e1ln\u00ed \u00farovni a prom\u011b\u0148uje cvi\u010den\u00ed ve v\u011bdom\u011b realizovanou metaforu pro skute\u010dn\u00fd \u017eivot. \u00da\u010dastn\u00edci si mohou v\u0161imnout, \u017ee zm\u011bna perspektivy je \u010dasto doprov\u00e1zena nepohodl\u00edm, odporem nebo zmatenost\u00ed. Toto nepohodl\u00ed v\u0161ak nen\u00ed zn\u00e1mkou nebezpe\u010d\u00ed, ale sp\u00ed\u0161e indik\u00e1torem vystoupen\u00ed z automatick\u00e9ho chov\u00e1n\u00ed. <\/p>

      Pot\u0159ebn\u00e9 materi\u00e1ly: Nejsou pot\u0159eba \u017e\u00e1dn\u00e9 fyzick\u00e9 materi\u00e1ly.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

      \n\t\t\t\t\t\t\t
      \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t

      Mo\u017en\u00e9 \u00fapravy:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t

      Reflexi lze prov\u00e1d\u011bt v mal\u00fdch skupin\u00e1ch s pou\u017eit\u00edm zjednodu\u0161en\u00e9ho jazyka, pomalej\u0161\u00edm tempem a s del\u0161\u00edm prostorem pro reflexi. Je d\u016fle\u017eit\u00e9 se vyhnout tlaku na \u00fa\u010dastn\u00edky, aby mluvili. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

      \n\t\t\t\t\t

      Hodnocen\u00ed dopadu aktivity<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n\n
      Indik\u00e1tor<\/strong><\/th>\nMetoda hodnocen\u00ed<\/strong><\/th>\n<\/tr>\n
      \u00darove\u0148 pov\u011bdom\u00ed o rozd\u00edlech v perspektiv\u00e1ch<\/td>\nP\u0159edb\u011b\u017en\u00fd\/postupn\u00fd minipr\u016fzkum s tvrzen\u00edmi, jako nap\u0159\u00edklad:<\/td>\n<\/tr>\n
      Ochota p\u0159ijmout nepohodl\u00ed zm\u011bny<\/td>\n„Lid\u00e9 vid\u00ed v\u011bci jinak ne\u017e j\u00e1.“<\/td>\n<\/tr>\n
      Otev\u0159enost v\u016f\u010di r\u016fzn\u00fdm n\u00e1zor\u016fm<\/td>\n\u201eM\u016f\u017eu se pokusit zm\u011bnit sv\u016fj pohled na v\u011bc.\u201c (\u0160k\u00e1la 1\u20135)<\/em><\/td>\n<\/tr>\n
      <\/td>\nAlternativn\u00ed zp\u011btn\u00e1 vazba by mohla b\u00fdt:\n\nZ\u00e1v\u011bre\u010dn\u00e9 slovo o tom, co si \u00fa\u010dastn\u00edci z cvi\u010den\u00ed odnesou.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t

      Reakce pozorovan\u00e9 b\u011bhem pilotn\u00ed aktivity<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t

      Reakce \u00fa\u010dastn\u00edk\u016f v t\u00e9to lekci se m\u00edrn\u011b li\u0161ily mezi v\u011bkov\u00fdmi skupinami a pohlav\u00edmi, co\u017e nab\u00eddlo praktik\u016fm cenn\u00e9 poznatky. V obou skupin\u00e1ch se d\u00edvky obecn\u011b rychleji zapojily do verb\u00e1ln\u00ed reflexe a byly ochotn\u011bj\u0161\u00ed vyjad\u0159ovat pocity souvisej\u00edc\u00ed s nepohodl\u00edm, trapnost\u00ed a zm\u011bnou perspektivy. Chlapci, zejm\u00e9na v mlad\u0161\u00ed skupin\u011b, m\u011bli tendenci zpo\u010d\u00e1tku vyjad\u0159ovat sv\u00e9 reakce neverb\u00e1ln\u00edmi sign\u00e1ly, jako je sm\u00edch nebo v\u00e1h\u00e1n\u00ed, ale postupn\u011b se v\u00edce zapojovali b\u011bhem f\u00e1ze \u0159\u00edzen\u00e9 reflexe. Ve star\u0161\u00ed skupin\u011b chlapci i d\u00edvky prok\u00e1zali vy\u0161\u0161\u00ed \u00farove\u0148 sebeuv\u011bdom\u011bn\u00ed a byli schopni explicitn\u011bji propojit fyzick\u00fd pro\u017eitek nepohodl\u00ed s re\u00e1ln\u00fdmi \u017eivotn\u00edmi situacemi vy\u017eaduj\u00edc\u00edmi kognitivn\u00ed nebo emo\u010dn\u00ed flexibilitu. Celkov\u011b aktivita vytvo\u0159ila bezpe\u010dn\u00fd a poutav\u00fd prostor pro ob\u011b pohlav\u00ed, kter\u00fd podpo\u0159il otev\u0159enost, vz\u00e1jemn\u00e9 porozum\u011bn\u00ed a reflexivn\u00ed dialog. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

      \n\t\t\t\t\t

      Rizika a varov\u00e1n\u00ed<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t
      • Vyhn\u011bte se zesm\u011b\u0161\u0148ov\u00e1n\u00ed \u00fa\u010dastn\u00edk\u016f.<\/li>
      • Nenu\u0165te se ke sd\u00edlen\u00ed osobn\u00edch zku\u0161enost\u00ed.<\/li>
      • N\u00e1stroj se nezab\u00fdv\u00e1 traumatem, ale zam\u011b\u0159uje se na zvy\u0161ov\u00e1n\u00ed pov\u011bdom\u00ed.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        Zk\u0159\u00ed\u017een\u00e9 ruce aneb Ka\u017ed\u00fd jsme jin\u00fd \u00da\u010del: Vytvo\u0159en\u00ed pozitivn\u00ed pracovn\u00ed atmosf\u00e9ry a podpora flexibiln\u00edho my\u0161len\u00ed; sezn\u00e1men\u00ed s dal\u0161\u00edmi aktivitami. \u0158e\u0161en\u00fd […]<\/p>\n","protected":false},"author":1,"featured_media":17965,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[244,252,253,248,247,264,245],"tags":[],"class_list":["post-17964","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-let","category-cviceni-k-obsahu-sebereflexe-skupinove-diskuse-pracovni-listy","category-emocni-uvedomeni","category-mladez-skolniho-veku-10-19-let","category-obecna-mladeznicka-populace","category-socialni-vztahy-a-inkluze","category-zacatek"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/17964","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/comments?post=17964"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/17964\/revisions"}],"predecessor-version":[{"id":17966,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/17964\/revisions\/17966"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/media\/17965"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/media?parent=17964"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/categories?post=17964"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/tags?post=17964"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}