{"id":19548,"date":"2026-05-11T10:52:35","date_gmt":"2026-05-11T08:52:35","guid":{"rendered":"https:\/\/meetplatform.eu\/emocni-stabilita\/"},"modified":"2026-07-07T11:20:51","modified_gmt":"2026-07-07T09:20:51","slug":"emocni-stabilita","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/cs\/emocni-stabilita\/","title":{"rendered":"Emo\u010dn\u00ed stabilita"},"content":{"rendered":"\t\t
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\n \n <\/path><\/svg> <\/span>\n <\/div>\n
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\n \n\t\t Emo\u010dn\u00ed stabilita<\/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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C\u00edl: Rozv\u00edjen\u00ed emo\u010dn\u00ed stability.<\/p>

\u0158e\u0161en\u00fd probl\u00e9m: Pot\u00ed\u017ee se zvl\u00e1d\u00e1n\u00edm emoc\u00ed a udr\u017eov\u00e1n\u00edm emo\u010dn\u00ed rovnov\u00e1hy tv\u00e1\u0159\u00ed v tv\u00e1\u0159 konflikt\u016fm, stresu a negativn\u00edm vn\u00edm\u00e1n\u00edm.<\/p>

Relevance pro du\u0161evn\u00ed zdrav\u00ed: Emo\u010dn\u00ed nestabilita m\u016f\u017ee v\u00e9st k impulzivn\u00edm reakc\u00edm, mezilidsk\u00fdm konflikt\u016fm a sn\u00ed\u017een\u00e9mu sebev\u011bdom\u00ed. Aktivity, kter\u00e9 pom\u00e1haj\u00ed mlad\u00fdm lidem regulovat emoce a budovat si pozitivn\u00ed sebeobraz, jsou nezbytn\u00e9 pro jejich du\u0161evn\u00ed a vztahovou pohodu. <\/strong><\/p>

Zam\u00fd\u0161len\u00e1 zm\u011bna: Zlep\u0161en\u00ed emo\u010dn\u00ed kontroly, pos\u00edlen\u00ed schopnosti udr\u017eovat stabilitu v n\u00e1ro\u010dn\u00fdch situac\u00edch a podpora zdrav\u00e9ho a vyrovnan\u00e9ho sebeobrazu.<\/p>\t\t\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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Aktivita byla pilotn\u011b ov\u011b\u0159ena v r\u00e1mci projektu MEET na teoretick\u00e9m gymn\u00e1ziu \u201eMe\u0219terul Manole\u201c ve venkovsk\u00e9 obci S\u0103lcu\u021ba v Moldavsk\u00e9 republice, partnersk\u00e9 \u0161kole St\u00e1tn\u00ed pedagogick\u00e9 univerzity Iona Creang\u0103 v Ki\u0161in\u011bv\u011b. Aktivita byla realizov\u00e1na dvakr\u00e1t se dv\u011bma r\u016fzn\u00fdmi skupinami mlad\u00fdch \u00fa\u010dastn\u00edk\u016f reprezentuj\u00edc\u00edch r\u016fzn\u00e9 v\u011bkov\u00e9 \u00farovn\u011b, v\u010detn\u011b student\u016f ni\u017e\u0161\u00edho a vy\u0161\u0161\u00edho st\u0159edn\u00edho stupn\u011b. Ob\u011b setk\u00e1n\u00ed se \u0159\u00eddila stejnou strukturou aktivity, co\u017e umo\u017enilo facilit\u00e1tor\u016fm pozorovat, jak \u00fa\u010dastn\u00edci r\u016fzn\u00e9ho v\u011bku p\u0159istupuj\u00ed k emo\u010dn\u00edmu vyj\u00e1d\u0159en\u00ed a reflexi. Setk\u00e1n\u00ed vedli vy\u0161kolen\u00ed odborn\u00edci z praxe, kte\u0159\u00ed p\u0159izp\u016fsobili tempo diskus\u00ed a hloubku reflexe v\u00fdvojov\u00fdm charakteristik\u00e1m ka\u017ed\u00e9 skupiny. <\/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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Emo\u010dn\u00ed stabilita je z\u00e1kladn\u00edm konceptem du\u0161evn\u00edho zdrav\u00ed a individu\u00e1ln\u00ed pohody. Znamen\u00e1 schopnost zvl\u00e1dat a vyjad\u0159ovat emoce vyv\u00e1\u017een\u00fdm zp\u016fsobem, a to i tv\u00e1\u0159\u00ed v tv\u00e1\u0159 stresu nebo konfliktu. \u010clov\u011bk s emo\u010dn\u00ed stabilitou je schopen zvl\u00e1dat v\u00fdzvy, ani\u017e by podlehl negativn\u00edm impuls\u016fm, a reguluje sv\u00e9 reakce, aby si udr\u017eel pozitivn\u00ed vnit\u0159n\u00ed klima. Aktivity, kter\u00e9 podporuj\u00ed emo\u010dn\u00ed stabilitu, jsou nezbytn\u00e9 pro mlad\u00e9 lidi, zejm\u00e9na pro ty, kte\u0159\u00ed \u010del\u00ed emo\u010dn\u00ed zranitelnosti, mezilidsk\u00fdm konflikt\u016fm nebo nedostatku sebeuv\u011bdom\u011bn\u00ed. Cvi\u010den\u00ed \u201e4 \u010dtverce\u201c pom\u00e1h\u00e1 \u00fa\u010dastn\u00edk\u016fm sebehodnotit, pochopit, jak jsou vn\u00edm\u00e1ni v r\u016fzn\u00fdch kontextech, a jak mohou upravit sv\u00e9 my\u0161len\u00ed a reakce, aby si udr\u017eeli zdravou emo\u010dn\u00ed rovnov\u00e1hu. <\/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: 12\u201330 let (mo\u017eno p\u0159izp\u016fsobit i dosp\u011bl\u00fdm)<\/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>

    • Soci\u00e1ln\u011b emocion\u00e1ln\u00ed: sebeuv\u011bdom\u011bn\u00ed, empatie, emo\u010dn\u00ed seberegulace;<\/li>
    • Vztahov\u00e9: zlep\u0161en\u00ed komunikace a \u0159e\u0161en\u00ed konflikt\u016f;<\/li>
    • Seberegulace: ovl\u00e1d\u00e1n\u00ed impulz\u016f, zvl\u00e1d\u00e1n\u00ed hn\u011bvu a frustrace;<\/li>
    • Uv\u011bdom\u011bn\u00ed: pochopen\u00ed toho, jak perspektivy ovliv\u0148uj\u00ed vn\u00edm\u00e1n\u00ed a reakce; pozitivn\u00ed my\u0161len\u00ed, sebe\u00fa\u010dinnost.<\/li>
    • Osobn\u00ed rozvoj: osobn\u00ed reflexe, p\u0159ijet\u00ed emocion\u00e1ln\u00ed rozmanitosti.<\/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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      Kreslen\u00ed 4 \u010dtverc\u016f : \u00da\u010dastn\u00edci jsou vyzv\u00e1ni k zamy\u0161len\u00ed nad sv\u00fdmi osobn\u00edmi charakteristikami a emocion\u00e1ln\u00edmi reakcemi v r\u016fzn\u00fdch situac\u00edch. Jsou povzbuzov\u00e1ni k p\u0159em\u00fd\u0161len\u00ed o sv\u00fdch pozitivn\u00edch osobn\u00edch vlastnostech, kter\u00e9 se jim l\u00edb\u00ed, a tak\u00e9 o negativn\u00edch vlastnostech, kter\u00e9 se jim nel\u00edb\u00ed. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 1: Kreslen\u00ed \u010dtverc\u016f<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Pedagog vysv\u011btl\u00ed \u00fa\u010dastn\u00edk\u016fm, jak nakreslit velk\u00fd \u010dtverec na list pap\u00edru a rozd\u011blit ho na \u010dty\u0159i stejn\u00e9 \u010dtverce (o\u010d\u00edslovan\u00e9 1, 2, 3 a 4), odpov\u00ed na ot\u00e1zky a v p\u0159\u00edpad\u011b pot\u0159eby poskytne vysv\u011btlen\u00ed. \u00da\u010dastn\u00edci poslouchaj\u00ed pedagoga a nakresl\u00ed \u010dtverce podle pokyn\u016f. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 2: Identifikace osobn\u00edch siln\u00fdch a slab\u00fdch str\u00e1nek<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      U\u010ditel poskytne \u00fa\u010dastn\u00edk\u016fm listy pap\u00edru a kreslic\u00ed pot\u0159eby a po\u017e\u00e1d\u00e1 je, aby do \u010dtverce 1 napsali p\u011bt vlastnost\u00ed, kter\u00fdch si na sob\u011b cen\u00ed, a do \u010dtverce 3 p\u011bt nedostatk\u016f nebo zvyk\u016f, kter\u00e9 na sob\u011b nemaj\u00ed r\u00e1di. U\u010ditel pot\u00e9 uvede p\u0159\u00edklady, kter\u00e9 \u00fa\u010dastn\u00edk\u016fm pomohou (nap\u0159. \u201evlastnost: Jsem trp\u011bliv\u00fd\u201c nebo \u201enedostatek: Jsem p\u0159\u00edli\u0161 impulzivn\u00ed\u201c). U\u010ditel projevuje trp\u011blivost a empatii a zaji\u0161\u0165uje, aby v\u0161ichni \u00fa\u010dastn\u00edci \u00fakolu rozum\u011bli. \u00da\u010dastn\u00edci do \u010dtverc\u016f nap\u00ed\u0161\u00ed pozitivn\u00ed a negativn\u00ed vlastnosti. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 3: P\u0159eformulov\u00e1n\u00ed negativn\u00edch vlastnost\u00ed do pozitivn\u00ed podoby<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Pedagog vyzve \u00fa\u010dastn\u00edky, aby p\u0159eformulovali negativn\u00ed vlastnosti uveden\u00e9 ve \u010dtverci 3 do pozitivn\u00edch term\u00edn\u016f. Nap\u0159\u00edklad \u201ep\u0159\u00edli\u0161 impulzivn\u00ed\u201c lze p\u0159eformulovat na \u201eschopnost rychle reagovat v krizov\u00fdch situac\u00edch\u201c. Pedagog povzbud\u00ed \u00fa\u010dastn\u00edky, aby se zamysleli nad t\u00edm, jak by je popsal n\u011bkdo, komu na nich hluboce z\u00e1le\u017e\u00ed. \u00da\u010dastn\u00edci zap\u00ed\u0161\u00ed nov\u00e9 formulace do \u010dtverce 2. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 4: P\u0159eformulov\u00e1n\u00ed pozitivn\u00edch vlastnost\u00ed do negativn\u00edch pojm\u016f<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Pedagog po\u017e\u00e1d\u00e1 \u00fa\u010dastn\u00edky, aby si p\u0159edstavili osobu, se kterou jsou v konfliktu, a aby p\u0159eformulovali vlastnosti z prvn\u00edho pole do negativn\u00edch term\u00edn\u016f. Nap\u0159\u00edklad \u201eJsem trp\u011bliv\u00fd\/\u00e1\u201c se m\u016f\u017ee zm\u011bnit na \u201eV nal\u00e9hav\u00fdch situac\u00edch reaguji p\u0159\u00edli\u0161 pomalu\u201c. <\/p>

      U\u010ditel je povzbuzuje k zamy\u0161len\u00ed nad t\u00edm, jak by tyto vlastnosti mohl vn\u00edmat n\u011bkdo, kdo je kritizuje. \u00da\u010dastn\u00edci zap\u00ed\u0161\u00ed negativn\u00ed p\u0159eformulace do \u010dtverce 4. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 5: Osobn\u00ed reflexe a skupinov\u00e1 diskuse<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      U\u010ditel po\u017e\u00e1d\u00e1 \u00fa\u010dastn\u00edky, aby zakryli \u010dtverce 3 a 4 a pozorovali \u010dtverce 1 a 2. U\u010ditel vede kr\u00e1tkou diskusi ot\u00e1zkou: Jak\u00fd m\u00e1te dojem z toho, jak jste vn\u00edm\u00e1ni? Pot\u00e9 jsou \u00fa\u010dastn\u00edci po\u017e\u00e1d\u00e1ni, aby zakryli \u010dtverce 1 a 2 a analyzovali \u010dtverce 3 a 4. U\u010ditel se pot\u00e9 zept\u00e1: Co to znamen\u00e1, \u017ee stejn\u00e9 vlastnosti jsou vn\u00edm\u00e1ny odli\u0161n\u011b v z\u00e1vislosti na \u00fahlu pohledu? U\u010ditel vede diskusi o tom, jak vn\u00edm\u00e1n\u00ed ovliv\u0148uje zp\u016fsob, jak\u00fdm komunikujeme, a jak si m\u016f\u017eeme udr\u017eet emo\u010dn\u00ed stabilitu v n\u00e1ro\u010dn\u00fdch situac\u00edch. \u00da\u010dastn\u00edci se \u00fa\u010dastn\u00ed diskuse, sd\u00edlej\u00ed sv\u00e9 n\u00e1zory na pozorovan\u00e9 zm\u011bny ve vn\u00edm\u00e1n\u00ed, reflektuj\u00ed sv\u00e9 zku\u0161enosti a sd\u00edlej\u00ed n\u00e1pady nebo z\u00e1v\u011bry. <\/p>

      Pot\u0159ebn\u00e9 materi\u00e1ly: Listy pap\u00edru, list pap\u00edru; tu\u017eky nebo fixy na kreslen\u00ed.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Mo\u017en\u00e9 \u00fapravy:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      • Men\u0161\u00ed nebo v\u011bt\u0161\u00ed skupiny: Cvi\u010den\u00ed funguje stejn\u00fdm zp\u016fsobem; ve v\u011bt\u0161\u00edch skupin\u00e1ch v\u0161ak m\u016f\u017ee b\u00fdt u\u017eite\u010dn\u00e9 rozd\u011blit \u00fa\u010dastn\u00edky do men\u0161\u00edch skupin pro diskusi.<\/li>
      • R\u016fzn\u00e9 v\u011bkov\u00e9 skupiny: Lze jej p\u0159izp\u016fsobit d\u011btem nebo dosp\u00edvaj\u00edc\u00edm zjednodu\u0161en\u00edm jazyka a pou\u017eit\u00edm srozumiteln\u011bj\u0161\u00edch p\u0159\u00edklad\u016f.<\/li>
      • R\u016fzn\u00e9 \u00farovn\u011b zranitelnosti:<\/li>
      • Pro zraniteln\u00e9 skupiny m\u016f\u017ee b\u00fdt u\u017eite\u010dn\u00e9 poskytnout v\u00edce \u010dasu na osobn\u00ed reflexi.<\/li>
      • V p\u0159\u00edpad\u011b mlad\u00fdch lid\u00ed se slo\u017eit\u011bj\u0161\u00edmi obt\u00ed\u017eemi je d\u016fle\u017eit\u00e9 b\u00fdt pozorn\u00fd k vznikaj\u00edc\u00edm emoc\u00edm a v\u00e9st diskuse empatick\u00fdm zp\u016fsobem.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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        Hodnocen\u00ed dopadu aktivity<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Indik\u00e1tor <\/strong><\/th>\nMetoda hodnocen\u00ed <\/strong><\/th>\n<\/tr>\n
        Zlep\u0161en\u00ed sebeuv\u011bdom\u011bn\u00ed a p\u0159ijet\u00ed vlastn\u00edch rys\u016f <\/td>\nSebehodnot\u00edc\u00ed arch p\u0159ed\/po aktivit\u011b (nap\u0159. \u201eV\u00edce si uv\u011bdomuji, jak m\u011b vn\u00edmaj\u00ed ostatn\u00ed\u201c \u2013 stupnice 1\u20135). <\/td>\n<\/tr>\n
        Otev\u0159enost k pohledu na vlastn\u00ed nedostatky z pozitivn\u00edho hlediska<\/td> \nSlovn\u00ed zp\u011btn\u00e1 vazba b\u011bhem skupinov\u00fdch diskus\u00ed.<\/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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        Reakce pozorovan\u00e9 b\u011bhem pilotn\u00ed aktivity<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Aktivita vyvolala rozmanit\u00e9 reakce odr\u00e1\u017eej\u00edc\u00ed \u00farove\u0148 sebeuv\u011bdom\u011bn\u00ed a emo\u010dn\u00ed regulace \u00fa\u010dastn\u00edk\u016f. V obou skupin\u00e1ch mnoho student\u016f p\u0159istoupilo k \u00fakolu se zv\u011bdavost\u00ed, a\u010dkoli n\u011bkte\u0159\u00ed zpo\u010d\u00e1tku projevovali v\u00e1h\u00e1n\u00ed, kdy\u017e byli vyzv\u00e1ni k zamy\u0161len\u00ed nad sv\u00fdmi osobn\u00edmi vlastnostmi a nedostatky. Pro n\u011bkter\u00e9 \u00fa\u010dastn\u00edky bylo cvi\u010den\u00ed poutav\u00e9 a podn\u011btn\u00e9 k zamy\u0161len\u00ed, zat\u00edmco jin\u00ed pot\u0159ebovali v\u00edce \u010dasu na otev\u0159enou anal\u00fdzu sv\u00fdch vlastn\u00edch vlastnost\u00ed. Byly pozorov\u00e1ny rozd\u00edly mezi \u00fa\u010dastn\u00edky s r\u016fzn\u00fdmi emocion\u00e1ln\u00edmi a psychologick\u00fdmi profily. N\u011bkte\u0159\u00ed mlad\u00ed lid\u00e9 prok\u00e1zali vysokou \u00farove\u0148 sebeuv\u011bdom\u011bn\u00ed a byli schopni snadno identifikovat a p\u0159eformulovat sv\u00e9 vlastnosti, zat\u00edmco pro jin\u00e9 bylo obt\u00ed\u017en\u011bj\u0161\u00ed d\u00edvat se na sv\u00e9 nedostatky z pozitivn\u00ed perspektivy nebo kriticky p\u0159ehodnotit sv\u00e9 siln\u00e9 str\u00e1nky. Ur\u010dit\u00e9 rozd\u00edly byly patrn\u00e9 i mezi chlapci a d\u00edvkami. V mnoha p\u0159\u00edpadech se d\u00edvky do reflexivn\u00edch \u00fakol\u016f zapojily rychleji a byly ochotn\u011bj\u0161\u00ed sd\u00edlet sv\u00e9 my\u0161lenky a osobn\u00ed post\u0159ehy. Chlapci k aktivit\u011b n\u011bkdy p\u0159istupovali s humorem nebo stru\u010dn\u00fdmi odpov\u011b\u010fmi, ale postupn\u011b se s postupuj\u00edc\u00ed diskus\u00ed zapojovali v\u00edce. \u00da\u010dastn\u00edci ze star\u0161\u00ed skupiny m\u011bli tendenci poskytovat komplexn\u011bj\u0161\u00ed \u00favahy o tom, jak vn\u00edm\u00e1n\u00ed ovliv\u0148uje emo\u010dn\u00ed stabilitu, zat\u00edmco mlad\u0161\u00ed \u00fa\u010dastn\u00edci reagovali p\u0159\u00edmo\u010da\u0159eji a konkr\u00e9tn\u011bji a zam\u011b\u0159ovali se na specifick\u00e9 rysy a p\u0159\u00edklady ze sv\u00fdch ka\u017edodenn\u00edch zku\u0161enost\u00ed. <\/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 kritice nebo zesm\u011b\u0161\u0148ov\u00e1n\u00ed \u00fa\u010dastn\u00edk\u016f<\/li>
        • \u00da\u010dast v diskus\u00edch je dobrovoln\u00e1<\/li>
        • C\u00edlem aktivity nen\u00ed \u0159e\u0161it trauma, ale podpo\u0159it rozvoj emo\u010dn\u00ed stability.<\/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":"

          Emo\u010dn\u00ed stabilita C\u00edl: Rozv\u00edjen\u00ed emo\u010dn\u00ed stability. \u0158e\u0161en\u00fd probl\u00e9m: Pot\u00ed\u017ee se zvl\u00e1d\u00e1n\u00edm emoc\u00ed a udr\u017eov\u00e1n\u00edm emo\u010dn\u00ed rovnov\u00e1hy tv\u00e1\u0159\u00ed v tv\u00e1\u0159 konflikt\u016fm, […]<\/p>\n","protected":false},"author":1,"featured_media":18060,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[244,252,253,248,247,250,245],"tags":[],"class_list":["post-19548","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-povedomi-o-dusevnim-zdravi-a-psychosocialni-pohoda","category-zacatek"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/19548","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=19548"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/19548\/revisions"}],"predecessor-version":[{"id":19549,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/19548\/revisions\/19549"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/media\/18060"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/media?parent=19548"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/categories?post=19548"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/tags?post=19548"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}