https://hdl.handle.net/20.500.14178/910 Sun, 14 Jun 2026 20:06:14 GMT 2026-06-14T20:06:14Z https://hdl.handle.net/20.500.14178/3824 Metodika 3 - pro střední školy Fulková, Marie; Jakubcová Hajdušková, Lucie; Sehnalíková, Vladimíra Metodika popisuje generalizované zásady výuky v muzeu/galerii, a to v rovině diskursivního modelu, třístupňového institucionálního a časového modelu a korelací artefaktu v kontextech umění a kultury.; Methodic user's manual describes general principles of museum/gallery education based on discursive model, threestages model for institutions and correlations of artefact within art and culture contexts. Wed, 01 Jan 2014 00:00:00 GMT https://hdl.handle.net/20.500.14178/3824 2014-01-01T00:00:00Z https://hdl.handle.net/20.500.14178/3823 Metodika 1 - pro mateřské školy Fulková, Marie; Jakubcová Hajdušková, Lucie; Sehnalíková, Vladimíra Metodika popisuje generalizované zásady výuky v muzeu/galerii, a to v rovině diskursivního modelu, třístupňového institucionálního a časového modelu a korelací artefaktu v kontextech umění a kultury.; Methodic user's manual describes general principles of museum/gallery education based on discursive model, threestages model for institutions and correlations of artefact within art and culture contexts. Wed, 01 Jan 2014 00:00:00 GMT https://hdl.handle.net/20.500.14178/3823 2014-01-01T00:00:00Z https://hdl.handle.net/20.500.14178/3822 Metodika 2 - pro základní školy Fulková, Marie; Jakubcová Hajdušková, Lucie; Sehnalíková, Vladimíra Metodika popisuje generalizované zásady výuky v muzeu/galerii, a to v rovině diskursivního modelu, třístupňového institucionálního a časového modelu a korelací artefaktu v kontextech umění a kultury.; Methodic user's manual describes general principles of museum/gallery education based on discursive model, threestages model for institutions and correlations of artefact within art and culture contexts. Wed, 01 Jan 2014 00:00:00 GMT https://hdl.handle.net/20.500.14178/3822 2014-01-01T00:00:00Z https://hdl.handle.net/20.500.14178/3815 Feasibility and Preliminary Outcomes of Group–Based Cognitive Remediation and Emotion Skills Training (CREST) for Adult Women With Anorexia Nervosa and Bulimia Nervosa: A Pilot Pre–Post Study Minařík, Petr; Wohlinová, Kristýna; Dostálová, Veronika; Bočková, Natálie; Suchý, Jiří; Papežová, Hana Introduction: Cognitive and emotional deficits are common in eating disorders (EDs), especially anorexia nervosa (AN) and bulimia nervosa (BN), and can hinder engagement and recovery. This pilot single-group pre-post study examined the feasibility and preliminary outcomes of group-based Cognitive Remediation and Emotion Skills Training (CREST) for adult women with AN/BN in a day care programme setting. Methods: Fifty seven women enroled; 32 completed the 5-week, 10-session programme. Completers and non-completers were compared to identify predictors of adherence. Emotional functioning was assessed using symptom and trait self-report measures, including the TAS-20, Zung Self-Rating Anxiety Scale, BDI-II, EDE-Q, TEQ, and the Self-Compassion Scale. Feasibility was evaluated based on enrolment, completion rates, and treatment adherence. Results: Preliminary analyses indicated decreases in anxiety (SAS, p < 0.001) and depression (BDI-II, p < 0.001), alongside higher self-compassion (SCS, p < 0.001). Results should be interpreted cautiously given the absence of a control group and notable attrition; improvements may reflect combined effects of CREST and standard multidisciplinary care. Higher BMI and shorter illness duration were associated with completion; in regression, only more previous hospitalisations remained significant. Conclusions: Pilot findings suggest that group-based CREST may represent a feasible adjunctive intervention for patients with AN and BN. Further controlled studies are required to disentangle its specific effects from standard care to confirm its effectiveness. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.14178/3815 2026-01-01T00:00:00Z