magistrsko delo
Eva Kosi (Author), Jernej Kovač (Mentor)

Abstract

Magistrsko delo obravnava vlogo šolskega svetovalnega delavca pri delu z otroki s čustvenimi in vedenjskimi težavami, ki jih imenujemo tudi otroci s težavami v socialni integraciji. Ker čustvene in vedenjske težave v šolskem prostoru predstavljajo enega največjih problemov, smo s kvalitativno metodo, in sicer s pomočjo pol strukturiranih intervjujev, izvedli raziskavo, ki je temeljila na osebnih izkušnjah šolskih svetovalnih delavk. Zanimalo nas je, kako pogosto šolski svetovalni delavci obravnavajo učence s čustvenimi in vedenjskimi težavami. Ugotovili smo, da se intervjuvane šolske svetovalne delavke z njimi ukvarjajo vsako leto, in sicer z več. Nekatere jih obravnavajo večkrat tedensko, druge pa vsakodnevno. Šolske svetovalne delavke menijo, da število otrok s čustvenimi in vedenjskimi težavami narašča. Po njihovih izkušnjah so najpogostejši vzrok/dejavnik nastanka čustvenih in vedenjskih težav pri otrocih razmere v družini. Vplivajo predvsem (permisivna) vzgoja, nezadostna skrb za otroke in pomanjkanje čustvene komponente v odnosu staršev do otrok. Drugi dejavniki, ki jih smatrajo kot vzroke/dejavnike nastanka čustvenih in vedenjskih težav, so: prijatelji, šola, tehnologija, socialna omrežja in mediji. S svojimi obravnavami želijo šolske svetovalne delavke učence s čustvenimi in vedenjskimi težavami naučiti, kako se se spopadati z lastnimi čustvi in kako jih izražati z ustreznim vedenjem. Ta cilj poskušajo doseči z osebnim, toplim odnosom in razvijanjem občutka zaupanja pri učencih. Skušajo jim pomagati pri izboljševanju samopodobe in jih navajati na obveznosti. Otroke s čustvenimi in vedenjskimi težavami obravnavajo individualno, s pomočjo opazovanja, pogovora, nasvetov, nalog, učne pomoči, obveznosti, domačega dela, branja in iger. Pri obravnavi sodeluje več oseb, kar pa se šolskim svetovalnim delavkam zdi ključnega pomena. Sodelujoči, ki jih omenjajo, so: učitelji, razrednik, psiholog, specialni pedagog, socialni pedagog, rehabilitacijski pedagog, ravnatelj, učenec in starši. Sodelovanje vseh vključenih vpliva na uspešnost obravnave otroka s čustvenimi in vedenjskimi težavami. Pripravljenost staršev za sodelovanje je v večji meri odvisna od tega, ali priznavajo, da ima njihov otrok težave. Starši se formalnih sestankov sicer udeležujejo, običajno pa ne sodelujejo aktivno. Šolske svetovalne delavke menijo, da starost vpliva na težavnost obravnave učencev s čustvenimi in vedenjskimi težavami: višja kot je starost, zahtevnejša je obravnava. Puberteto navajajo kot obdobje, ki je učencem najtežje. Trdijo, da so čustvene in vedenjske težave izjemno problematične v šolskem prostoru, saj ne obstaja samo en, zanesljiv način obravnave, temveč je ta odvisna od posameznega učenca in njegovih vzrokov/dejavnikov nastanka čustvenih in vedenjskih težav. Nekaterim učencem s čustvenimi in vedenjskimi težavami, sodeč po izkušnjah intervjuvanih šolskih svetovalnih delavk, ni mogoče pomagati v okviru šolske svetovalne službe na redni osnovni šoli, zato jih je potrebno napotiti v druge ustanove s prilagojenim programom.

Keywords

magistrska dela;šolski svetovalni delavci;učenci;čustvene in vedenjske težave;šola;družina;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [E. Kosi]
UDC: 37.048(043.2)
COBISS: 24786952 Link will open in a new window
Views: 1042
Downloads: 266
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: ǂThe ǂrole of a school counselor in working with children with emotional and behavioral disorders
Secondary abstract: This thesis deals with the role of a school counsellor in dealing with children with emotional and behavioural problems, who we also call children with problems in social integration. Since emotional and behavioural problems in the school environment represent one of the greatest problems, we conducted a survey based on the personal experience of school counsellors using a qualitative method, using semi-structured interviews. We were interested in how often school counsellors treat pupils with emotional and behavioural problems. We have found that interviewed school counsellors work with them every year, with several at the same time. Some counsellors treat them several times a week, while others treat them on a daily basis. School counsellors believe that the number of children with emotional and behavioural problems is rising. According to their experience, the most frequent cause / factor in the occurrence of emotional and behavioural problems in children is the family situation. In particular, (permissive) education, insufficient care for children and the lack of an emotional component in parent-to-child relationships. Other factors that they consider to be the causes / factors of creating emotional and behavioural problems are: friends, school, technology, social networks and the media. Through their discussions, school counsellors want to teach pupils with emotional and behavioural problems how to cope with their own emotions and how to express them with appropriate behaviour. They try to achieve this goal through a personal, warm relationship and developing a sense of trust among pupils. They try to help them improve their self-esteem and teach them about their obligations. Children with emotional and behavioural problems are treated individually, through observation, conversation, advice, tasks, learning aids, obligations, homework, reading and games. Several people are involved in the treatment, which is of paramount importance to school counsellors. Participants who are included: teachers, classmates, psychologists, special pedagogues, social pedagogues, rehabilitation pedagogues, principals, pupils and parents. Participation of all involved affects the success of the child's treatment of emotional and behavioural problems. The willingness of the parents to participate depends to a greater degree on whether they acknowledge that their child has problems. Parents attend formal meetings; however, they usually do not participate actively. School counsellors believe that age affects the difficulty of dealing with pupils with emotional and behavioural problems: the older they are, the more difficult the treatment is. Puberty is referred to as a period that is most difficult for pupils. They argue that emotional and behavioural problems are extremely problematic in the school environment, since there is not only one reliable way of treatment, but it depends on the individual pupil and his / her causes of emotional and behavioural problems. Some pupils with emotional and behavioural problems, judging from the experience of interviewed school counsellors, cannot be helped within the school counselling service at the regular elementary school, so they need to be referred to other institutions, such as institutions with a customized program.
Secondary keywords: master theses;school counselors;pupils;emotional and behavioral disorders;school family;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska, Oddelek za pedagogiko
Pages: XIII, 106 str..
ID: 11153830