magistrsko delo
Neža Sušnik (Author), Tomaž Vec (Mentor)

Abstract

Agresivno vedenje je ena izmed pogostih težav, s katero se srečujejo vzgojitelji1 v vzgojnih zavodih. Zavedati se je treba, da je agresivnost v vzgojnih zavodih pogostejša, zelo pogosta, nemalokrat pa tudi eden glavnih razlogov za oddajo otroka. Peterman in Peterman (2010) poudarjata pomen motiviranja otrok, kar pa od strokovnjaka zahteva veliko truda. Otroci in mladostniki svojega vedenja ne doživljajo kot težave, ob agresivnem vedenju pogosto ne občutijo obžalovanja, prav tako pa je to pogosto način, s katerim dosežejo svoj cilj. Razloga za spremembo neprimernega vedenja ne vidijo ter se spremembam izogibajo (Peterman in Peterman, 2010). Zrim Martinjak (2017) opozarja, da je od zadnje sistemske prenove, ki se je osredotočala na potrebe otrok in mladostnikov vzgojnih zavodov, minilo približno 25 let. Prav tako se opira na besede Škofleka (2006), ki je napovedal, da bodo vzgojni zavodi sprejemali vedno težjo populacijo otrok (takih, ki izražajo težje oblike vedenjskih motenj), ki bo zahtevala posebno izobraženi kader, do katerega bo treba pristopiti odgovorno in razumno (Zrim Martinjak, 2017). V teoretičnem delu sem se osredotočila na delovanje vzgojnih zavodov po Sloveniji ter analizo stanja. Nadaljevala sem s poglavjem o agresivnem vedenju, vzrokih za agresivno vedenje, teorijami nastanka agresivnih vedenj in njihovimi različnimi oblikami. Teoretični del sem zaključila z različnimi tehnikami dela za agresivne otroke in mladostnike. Magistrsko delo sem nadaljevala s svojim osebnim poglavjem in osnovala smernice za funkcionalno soočanje z agresijo otrok in mladostnikov v vzgojnih zavodih. V empiričnem delu sem raziskovala pogostost srečevanja z različnimi oblikami agresije, stopnjo motečnosti posameznih oblik agresije za vzgojitelje, razloge za občutek zadovoljstva v službi, razloge za nastanek agresivnih vedenj, kakšni so običajni ukrepi/ravnanja ob agresivnih dejanjih, kako se vzgojitelji ob agresiji počutijo (usposobljenost, strokovnost, podprtost), načine zmanjševanja agresivnih vedenj, kje vzgojitelji iščejo, pogrešajo oz. bi potrebovali podporo za lažje spopadanje z agresijo. Ugotavljala sem tudi obstoj statistično pomembnih razlik med vzgojitelji – glede na spol – v pogostosti uporabe pogovora in fizične omejitve ob telesni agresiji, kjer mladostnik ogroža sebe ali druge, da se umiri, ter v pogostosti srečevanja z različnimi oblikami agresije. Raziskava je bila izvedena na podlagi anonimnih anketnih vprašalnikov. Vanjo je bilo zajetih 100 vzgojiteljev obeh spolov in različnih starosti, ki so zaposleni v Vzgojno-izobraževalnem zavodu Višnja Gora, Vzgojnem zavodu Kranj, Zavodu za vzgojo in izobraževanje Logatec, Vzgojno-izobraževalnem zavodu Frana Milčinskega Smlednik, Osnovni šoli Veržej in Mladinskem domu Maribor. Raziskava je pokazala, da se vzgojitelji najpogosteje srečujejo s kričanjem otrok in mladostnikov, najbolj moteči so jim telesni napadi nanje ali na njihove sodelavce. Vzgojitelji podporo iščejo pri sodelavcih, kar pa jim predstavlja tudi vir zadovoljstva v službi. Pri obravnavi agresivnih vedenj se zavedajo pomena timske obravnave ter dobrega odnosa z mladostnikom. Vzgojitelji so izpostavili potrebo po dodatnih izobraževanjih na temo agresivnosti ter organizacijo supervizijskih srečanj. Vzgojiteljice so pomembno pogosteje kot vzgojitelji izpostavile srečevanje z žalitvami otrok in mladostnikov. Kljub temu pa se v izbiri ravnanj in ukrepov ob hujših agresivnih dejanjih med vzgojitelji niso pokazale razlike med spoloma.

Keywords

vzgojni zavodi;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Sušnik]
UDC: 376(043.2)
COBISS: 33663747 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Confrontation of educatiors with the aggression of children and adolescents in juvenile correctional facilities
Secondary abstract: Aggressive behaviour is one of the most common problems that teachers/educators in educational institutions face with. Aggression in educational institutions is a very common phenomenon, and often one of the main factors that call for urgent action. Peterman and Peterman (2010) emphasize the importance of providing children with motivation, which, however, requires a great deal of effort from the expert. Children and adolescents do not perceive their behaviour as a problematic, and often do not feel regret their aggressive behaviour. Aggression is often the very way to achieve their goal. Aggressive individuals see no reason to change inappropriate behaviour and avoid change (Peterman and Peterman, 2010). Zrim Martinjak (2017) points out that about 25 years have passed since the last shift has been made to the system. The shift was implemented according to the needs of children and adolescents in educational institutions. The author also mentions Škoflek (2006), predicting that educational institutions would be dealing with an increasingly more demanding and challenging population of children (i.e. children who express more severe forms of behavioural disorders), which should require specially educated and trained staff. This is a task that requires responsible and sensible approaches (Zrim Martinjak, 2017). The theoretical part of the thesis focuses on the operating principles of educational institutions in Slovenia and the analysis of actual situation. Furthermore, theoretical aspects of aggressive behaviour are presented, as well as causes of aggressive behaviour, theories of the origin of aggressive behaviours, and various forms thereof. The theoretical part ends with the introduction of various techniques for working with aggressive children and adolescents. The thesis continues with a more personal chapter and some guidelines established for the purpose of functional coping with aggression of children and adolescents in educational institutions. The empirical part deals with the question as to how often one witnesses different forms of aggression. Furthermore, the following aspects and issues are looked into: the degree of disruption of individual forms of aggression for educators, reasons for satisfaction at work, reasons for aggressive behaviour, the usual measures/actions with aggressive actions, educators’ feelings about aggressive acts (competence, expertise, support), ways to reduce aggressive behaviours, as well as sources (and/or lack thereof) of support to help educators cope with aggression. The existence of statistically significant differences between educators has also been examined – according to gender – in the frequency of use of either conversation or physical limitations in cases of physical aggression that might harm the aggressive individual or others. The survey was conducted on the basis of anonymous survey questionnaires. It included 100 educators of both sexes and different ages who are employed at the Vzgojno-izobraževalno zavod Višnja Gora Educational Institution, the Vzgojni zavod Kranj Educational Institution, Zavod za vzgojo in izobraževanje Logatec Educational Institution,Vzgojno-izobraževalni zavod Frana Milčinskega Smlednik Educational Institution, OŠ Veržej Primary School and Mladinski dom Maribor Youth Center. The research has shown that educators most often deal with screaming children and adolescents, while the most disturbing form of aggression are physical attacks on the educators. They seek support from co-workers, which is also the source of their satisfaction at work. When dealing with aggressive behaviours, all of the participants are aware of the importance of team treatment and good relationships with adolescents. Educators point out the need for additional training in the field of aggression and call for organization of supervision meetings. Female educators report insults by children and adolescents significantly more often than male educators do. Nevertheless, there were no differences between the sexes of educators in the choice of actions and measures in the event of serious aggressive actions.
Secondary keywords: violence;nasilje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages: 79 str.
ID: 12094332