magistrsko delo
Tjaša Frančeškin (Author), Jana Rapuš-Pavel (Mentor)

Abstract

Magistrsko delo predstavi študijo primera podporne intervencije učencu v redni osnovni šoli. Izbran je bil učenec, ki ga učitelji, starši, sošolci in drugi zaposleni na šoli opisujejo kot otroka z izstopajočim vedenjem. Slednje opisujejo kot moteče, tako v razredu kot doma, zaznamuje pa tudi odnose in odzive z učencem. Avtorica, socialna pedagoginja, sem v obravnavi učenca sodelovala kot del aktiva svetovalne službe. Izvajala sem ure dodatne strokovne pomoči, individualno učno pomoč in sodelovala z razredničarko v razredu in izven njega ter z otrokovo mamo. K sodelovanju sem v kar največji meri poskušala pripraviti učenca, njegovo mamo, razredničarko in vse strokovne delavke na šoli, ki so delale z učencem. Program pomoči je temeljil na teoretskem spoznanju, da je vedenje otroka močno povezano in odvisno od konteksta, v katerem vstopa v vsakdanje interakcije. Značilnosti različnih kontekstov in situacij sem zabeležila in zbrala s pomočjo pogovorov z vsemi sodelujočimi, z opazovanjem vsakdanjih situacij in prebiranjem dokumentacije otroka. Analizirani viri so mi poleg spoznavanja dejavnikov okolja omogočili tudi prepoznavanje otrokovih potreb ter varovalnih in ogrožajočih dejavnikov v njegovem okolju. Celotna raziskava temelji na procesu sodelovanja in odnosu podpore v katerega je bil aktivno vključen tudi učenec. Uporabljena je bila kvalitativna raziskovalna metoda – študija primera. Raziskava je potrdila pomembnost povezovanja in sodelovanja med sodelujočimi pri pomoči otroku v ustanovi in izven nje. Rezultati so pokazali, da vsi sodelujoči kot izstopajoče in moteče za okolico označujejo predvsem otrokovo eksternalizirano vedenje. Za odzivanje na izstopajoče vedenje uporabljajo različne oblike pomoči in intervencije, ki so po večini usmerjene na področje izobraževanja, manj pa na področje vzgoje in podpornega svetovanja. Rezultati raziskave opozarjajo na pomen razširjenega kontinuuma pomoči ter na bolj usklajeno načrtovanje timskega dela pri pripravi individualiziranega načrta kakor tudi njegovega izvajanja in evalviranja. Raziskava je potrdila tudi, da je strokovna refleksija pomemben element, ki lahko prispeva h kakovosti celostne obravnave otroka, a je ta zaradi sistemsko manj timsko usmerjene šolske politike v praksi premalo uveljavljena.

Keywords

izstopajoče vedenje;dodatna strokovna pomoč;celostna obravnava;študija primera;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Frančeškin]
UDC: 159.922.76-056.49:373.3(043.2)
COBISS: 65172227 Link will open in a new window
Views: 252
Downloads: 15
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Other data

Secondary language: English
Secondary title: Comprehensive support to the child with challenging behaviour in elementary school
Secondary abstract: This master thesis examines the case study of a child support intervention in a primary school. The child at the center of this case study was indentified by his teachers, parents, school workers and other students, as a child with a particularly challenging behaviour. The aformentioned subjects identified the child's behaviour as distracting and irritating in the school and home environment, and confirmed that his behaviour affects their relationship with the child. As the author of this paper, a social pedagogic worker, I participated in this study as part of the counselling service team. Throughout the study I was able to provide the extra professional support, individual learning assistance, I have worked together with the child's class teacher, in and outside the class, and collaborated with the child's mother. During this whole process I tried to involve the child, the class teacher, mother, and other professionals in the school in the case study as much as I could. The child support programme is based on the knowledge that the child's behaviour is strongly influenced by the context of his daily interactions. I identified these contextual characteristics and situations by conducting interviews with people involved in the process, by observing the everyday interactions, and by reading papers and documentation about this matter. This helped me identify the environmental factors, the child's needs, and the risks and protective factors in his environment. The whole study was based on the collaborative relations that occured during the process of support, that child was actively included. To conduct this research I used a qualitative research method – case study. The aim of this research was to identify and confirm the importance of interaction and collaboration between the people involved in the process, inside and outside the school environment. The results show that all the subjects involved in the study identify the child's ekternalizated behaviour as challenging and distracting. The subjects react to this behaviour by using a different form of support and intervention. However, most of these interventions are focused on education. The results showcased the importance of an extended continuum of assistance and the importance of team-work in the execution and evaluation of the individualized education programme. Furthermore, the study also confirms the importance of the professional reflection which can contribute to a better understanding of the integrated approach. Unfortunately this tends to be overlooked due to the systemically less team-oriented school politics.
Secondary keywords: primary school;pupil behaviour;osnovna šola;vedenje učencev;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages: III, 73 str.
ID: 13031883