Razumevanje in odzivanje na čustvene in vedenjske težave

Abstract

Prispevek omeni družbeno dimenzijo nastajanja in ohranjanja izstopajočih čustvenih in vedenjskih ravnanj, katerih posledica so težave v socialni integraciji, vendar se osredotoči na predstavitev razumevanja teh težav in motenj1 z vidika psiholoških značilnosti, ki se dogajajo v posamezniku. Predstavi ključne odzive okolja na tovrstne težave/motnje predvsem v šolskem okolju, enodimenzionalne (vzročno-kavzalne) in sistemske modele razumevanja težav. Opozori na pomen vloge učenca in vloge učitelja kot dogovorne dimenzije, ki predpisuje sprejemljive vedenjske vzorce tako za mlade kot za pedagoško osebje, ter na spremenjene poteke v izobraževalnih ustanovah. Ti povečujejo pritiske predvsem na ranljive skupine, katerih socializacija ne zadovolji kriterijev šole. Po drugi strani ti procesi povzročajo nemoč pedagoškega osebja, ki ni v zadostni meri pripravljeno na refleksijo in celostno razumevanje medsebojnega vpliva različnih dejavnikov. Predvsem tistih, ki vplivajo na mlade, na spreminjanje vloge izobraževanja v času globalizacije in nestabilnih biografij. Prispevek se usmeri tudi v vidik odraščajočega, ki se spoprijema z zahtevami izobraževanja, pričakovanji šolskega prostora ter izraža neustrezne in nepričakovane čustvene in vedenjske odzive. V tem okviru predstavim izbrane klasifikacije in opozorim na njihovo neskladje, kar je dokaz zapletenosti večdimenzionalne pogojenosti tovrstnih motečih odzivov. Klasifikacije so nam lahko v pomoč, da povečamo razvidnost pojavov, po drugi strani pa povečujejo nevarnost stigmatizacije. V sklepu so predstavljene osnovne smernice za prepoznavanje in temeljne usmeritve za delo s temi skupinami mladih v kontekstu šolskih ustanov.

Keywords

interakcija;posebne potrebe;čustvene in vedenjske težave;socialna integracija;klasifikacije;usmeritve za delo;

Data

Language:	Slovenian
Year of publishing:	2011
Typology:	1.02 - Review Article
Organization:	UL PEF - Faculty of Education
UDC:	376-056.47
COBISS:	8826953
ISSN:	1408-2942
Parent publication:	Socialna pedagogika
Views:	2709
Downloads:	128
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Understanding and responding to emotional and behavioural difficulties
Secondary abstract:	The present paper mentions the social dimension of the sources of deviant emotional and behavioural patterns, which exacerbate social integration, but then focuses on presenting the understanding of these difficulties and disorders2 in terms of psychological events unfolding in the individual. It depicts the key responses of the environment to such difficulties/disorders, especially the school environment, and describes one-dimensional causal and systematic models of understanding. Furthermore, it calls attention to the significance of the role of ‘student’ and the ‘role of teacher’ as a dimension based on consensus which proscribes acceptable behavioural patterns for adolescents as well as the pedagogical staff, and to the changing proceedings in educational institutions. These result in increased pressure on vulnerable groups, whose socialization does not meet school criteria. Additionally, these proceedings render the pedagogical staff helpless, because they are insufficiently prepared to examine and fathom the interacting influences of diverse factors, in particular those that affect adolescents and effect changes in the role of education in an era of globalization and unstable identities. The paper also focuses on the adolescent grappling with educational demands and expectations of the school environment and displaying inappropriate or unpredictable emotional and behavioural responses. In light of this, I will present selected classifications and point out their incongruity, which demonstrates the complexity and multidimensionality of the conditions for such disturbing responses. Classifications can help clarify a matter, but also entail the threat of stigmatization. In conclusion, I will propose a few basic guidelines for identifying and working with this group of adolescents in the context of educational institutions.
Secondary keywords:	behaviour disorder;interaction;social integration;motnje vedenja;interakcija;socialna integracija;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 153-173
Volume:	ǂLetn. ǂ15
Issue:	ǂšt. ǂ2
Chronology:	jun. 2011
ID:	1484466