magistrsko delo
Neža Terglav (Author), Alenka Gril (Mentor)

Abstract

V magistrskem delu raziskujem kompetentnost svetovalnih delavcev v osnovni šoli za delo z učenci s čustvenimi in vedenjskimi težavami (v nadaljevanju ČVT). Poleg tega raziskujem, kakšne so razlike in podobnosti dela z učenci s ČVT v osnovni šoli glede na profil svetovalnega delavca (psiholog, socialni pedagog in socialni delavec), ter kako je potekalo delo z učenci s ČVT v času epidemije covida-19 in šolanja na daljavo. V teoretičnem delu najprej predstavim otroke s posebnimi potrebami s poudarkom na skupini otrok s ČVT, nato pišem o svetovalnem delu v osnovni šoli in svetovalnem delu z učenci s ČVT, teoretični del pa zaključim s poglavjem o vplivu epidemije covida-19 na svetovalno delo v osnovni šoli. Empirični del je potekal z izvedbo kvalitativne raziskave. Informacije sem pridobila preko delno standardiziranih intervjujev z devetimi svetovalnimi delavkami, ki so zaposlene na osnovnih šolah po Sloveniji in so po izobrazbi socialne pedagoginje/socialne delavke/psihologinje. V raziskavi sem ugotovila, da se sogovornice v večini počutijo kompetentne na osnovni ravni za delo z učenci s ČVT, nekatere se ne počutijo kompetentne za težje primere ČVT, izrazile so tudi potrebo po novih znanjih in spretnostih za delo s temi učenci in boljši podpori s strani zunanjih institucij. Svetovalne delavke v osnovni šoli običajno prepoznajo ČVT preko pripovedovanja drugih oseb (učitelji, starši, sošolci ipd.), včasih pa o težavah povedo tudi učenci sami. Med prepoznanimi znaki prevladujejo tisti, ki kažejo na eksternalizirane težave, manj pa je prepoznanih znakov internaliziranih težav. Vsak učenec s ČVT je deležen individualiziranega procesa pomoči, ki izhaja iz njegovih potreb, pri tem pa je svetovalnim delavkam na prvem mestu vzpostavitev zaupnega in varnega odnosa, ki temelji na spoštovanju učenca. Svetovalne delavke pri delu uporabljajo široko paleto metod in tehnik, najpogostejša metoda je pogovor. Pri delu z učenci s ČVT svetovalne delavke sodelujejo z njihovimi vrstniki, starši, učitelji in po potrebi tudi z zunanjimi institucijami. Delo z učenci s ČVT v času dela na daljavo je bilo zahtevno, težave v tem času so bile odsotnost osebnega stika in zasebnosti ter nezmožnost empatičnih odzivov. ČVT so se po delu na daljavo povečale, težave so imeli tudi učenci, ki jih prej niso imeli, pri tistih, ki pa so imeli težave že pred tem, so bile te še bolj izrazite. Svetovalne delavke se na začetku zaprtja šol v epidemiji covida-19 niso počutile kompetentne za delo z učenci s ČVT na daljavo. Zaznale so potrebo po dodatni podpori ter boljših in pravočasnih navodilih za delo na daljavo z učenci s ČVT s strani ministrstva.

Keywords

otroci s posebnimi potrebami;osnovna šola;čustvene težave;motnje vedenja;šolsko svetovalno delo;kompetence;epidemija covida-19;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FSD - Faculty of Social Work
Publisher: [N. Terglav]
UDC: 796
COBISS: 137068547 Link will open in a new window
Views: 83
Downloads: 12
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Other data

Secondary language: English
Secondary title: The Competency of School Counsellors in Primary Schools for Pupils with Emotional and Behavioural Difficulties
Secondary abstract: In my master’s thesis I researched the competency of school counsellors in primary schools for pupils with emotional and behavioural difficulties (hereinafter EBD). Furthermore, I researched the differences and similarities of working with pupils with EBD in primary schools according to the profile of the school counsellor (psychologist, social pedagogue, and social worker) and how working with pupils with EBD went during the COVID-19 pandemic and working from home. In the theoretical part, I first introduce the special needs children, while mostly focusing on the group of children with EBD, while afterwards describing social work in primary schools and social work regarding children with EBD. I conclude the theoretical part with a chapter dedicated to the impact of the COVID-19 pandemic on counselling work in primary schools. The empirical part consists of qualitative research. I gathered the information via partially standardised interviews with nine school counsellors employed in Slovenian primary schools, who are educated social pedagogues/social workers/psychologists. I concluded that the interviewees mostly feel competent enough on a basic level for work with pupils with EBD, whereas some do not feel competent enough for harder cases of EBD, while also expressing the need for new knowledge and skills to work with such pupils and better support from external institutions. School counsellors in primary schools usually recognise EBD after learning about the symptoms from others (teachers, parents, classmates etc.), while sometimes the children themselves tell them about their problems. Among the recognisable signs, those that point to externalised difficulties predominate, but there are less recognisable signs for internalised difficulties. Every pupil with EBD is subject to an individualised helping process which is derived from their needs. Most important to the school counsellors is the establishment of a safe and trustworthy relationship, based on respect towards the pupil. School counsellors use a wide variety of methods and techniques during their work, the most common one being conversation. While working with pupils with EBD, school counsellors cooperate with their peers, parents, teachers and, if needed, external institutions. Working from home with pupils with EBD was difficult, the problem being a lack of personal contact and privacy, and the inability to react in an emphatic manner. EBD have worsened during times of working from home. Even pupils, who have previously not exhibited signs of EBD, did so after. EBD worsened with those, who suffered from them even before the pandemic. After schools closed at the start of the COVID-19 pandemic, school counsellors did not feel competent enough for working from home with pupils with EBD. They recognised the need for additional support, and better and duly instructions from the government regarding remote work with children with EBD.
Secondary keywords: special needs children;emotional difficulties;behavioural difficulties;school counselling;competences;COVID-19 pandemic;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Fakulteta za socialno delo
Pages: 191 str.
ID: 16270661