magistrsko delo
Katja Pegan (Author), Helena Smrtnik Vitulić (Mentor)

Abstract

Specialni in rehabilitacijski pedagogi, zaposleni v osnovni šoli s prilagojenim programom z nižjim izobrazbenim standardom, se pri delu vsakodnevno vključujejo v številne interakcije z učenci z različnimi primanjkljaji, ovirami oz. motnjami. Različne težave učencev, predvsem na socialnem in vedenjskem področju, lahko prispevajo k pojavu zelo raznolikih, zahtevnih, nepredvidljivih in konfliktnih situacij. V teh situacijah lahko specialni in rehabilitacijski pedagogi doživljajo in izražajo različna čustva ter jih tudi uravnavajo; to se lahko povezuje z njihovim duševnim zdravjem. V empirični raziskavi me je zanimalo, kako intenzivno specialni in rehabilitacijski pedagogi pri svojem delu doživljajo posamezna čustva, kako pogosto uporabljajo posamezne strategije uravnavanja neprijetnih čustev in kakšne so značilnosti njihovega duševnega zdravja. Pri učiteljih v osnovni šoli s prilagojenim programom z nižjim izobrazbenim standardom sem prav tako ugotavljala, ali se intenzivnost doživljanja posameznih izbranih neprijetnih čustev povezuje s pogostostjo uporabe posameznih strategij uravnavanja neprijetnih čustev in ali se kakovost njihovega duševnega zdravja povezuje z uporabo posameznih strategij uravnavanja neprijetnih čustev. V raziskavi sem uporabila kvantitativni raziskovalni pristop, vanjo pa je bilo vključenih 60 specialnih in rehabilitacijskih pedagogov iz različnih slovenskih regij, ki poučujejo v osnovnih šolah s prilagojenim programom z nižjim izobrazbenim standardom. Udeleženci raziskave so izpolnili spletni vprašalnik, ki je vključeval tri področja: intenzivnost doživljanja čustev, strategije uravnavanja čustev in duševno zdravje. Rezultati raziskave so pokazali, da specialni in rehabilitacijski pedagogi v osnovni šoli s prilagojenim programom z nižjim izobrazbenim standardom pri delu v povprečju dokaj oz. zelo intenzivno doživljajo vsa izbrana prijetna čustva (veselje, ponos, ljubezen), medtem ko izbrana neprijetna čustva (jeza, brezup, izčrpanost) doživljajo zmerno oz. manj intenzivno. Izmed vseh strategij uravnavanja neprijetnih čustev najpogosteje uporabljajo naslednje strategije: preusmerjanje pozornosti, iskanje socialne opore in kognitivno prevrednotenje pomena situacije. Prav tako je raziskava pokazala, da je 28 % udeležencev raziskave poročalo o manjših in 8 % o večjih težavah z njihovim duševnim zdravjem, med temi težavami pa so prevladovali občutki nekoristnosti pri delu, težave s koncentracijo in nesposobnost uživanja v vsakodnevnih dejavnostih. V raziskavi se je pokazala tudi pomembna pozitivna povezanost med intenzivnostjo doživljanja vseh izbranih neprijetnih čustev (jeza, izčrpanost, brezup) in pogostostjo uporabe strategij uravnavanja neprijetnih čustev z izogibanjem situacij oz. preoblikovanjem odziva prek doživljanja. Povezanost med pogostostjo uporabe posameznih strategij uravnavanja neprijetnih čustev in prisotnostjo duševnih težav v večini primerov ni bila pomembna.

Keywords

specialni in rehabilitacijski pedagogi;čustva;uravnavanje čustev;duševno zdravje;prilagojen program z nižjim izobrazbenim standardom;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Pegan]
UDC: 159.9(043.2)
COBISS: 144971011 Link will open in a new window
Views: 17
Downloads: 1
Average score: 0 (0 votes)
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Other data

Secondary language: English
Secondary title: Emotions, emotion regulation and mental health of special education teachers in primary schools with an adapted programme with a lower educational standard
Secondary abstract: Special education teachers working in primary schools with an adapted programme with a lower educational standard are involved in many daily interactions with pupils with different deficits, barriers and disabilities. The different problems of pupils, especially in the social and behavioural areas, can contribute to the emergence of very diverse, challenging, unpredictable and conflicting situations. In these situations, special education teachers may experience, express and regulate different emotions; this may be linked to their mental health. In this empirical study, I was interested in how intensely special education teachers experience particular emotions in their work, how often they use particular strategies to regulate unpleasant emotions, and what are the characteristics of their mental health. For special education teachers in primary schools with an adapted programme with a lower educational standard, I also researched whether the intensity of experiencing selected unpleasant emotions was associated with the frequency of using particular emotion regulation strategies, and whether the quality of their mental health was associated with the use of particular emotion regulation strategies. The study used a quantitative research approach and involved 60 special education and teachers from different regions of Slovenia who teach in primary schools with an adapted programme with a lower educational standard. Participants completed an online questionnaire covering three domains: intensity of emotion experience, emotion regulation strategies and mental health. The results of the survey showed that special education teachers in primary schools with an adapted programme with a lower educational standard on average experience all selected pleasant emotions (joy, pride, love) quite or very intensely at work, while selected unpleasant emotions (anger, hopelessness, exhaustion) are experienced moderately or less intensely. Of all the coping strategies for unpleasant emotions, the most frequently used are: distraction, seeking social support and cognitive reappraisal of the meaning of the situation. The survey also showed that 28% of the participants reported minor and 8% major problems with their mental health, and that these problems were dominated by feelings of uselessness at work, difficulty concentrating and inability to enjoy everyday activities. The study also showed a significant positive correlation between the intensity of experience of all the selected unpleasant emotions (anger, exhaustion, hopelessness) and the frequency of use of coping strategies such as avoiding situations or reframing the response through experience. The association between the frequency of use of each coping strategy and the presence of mental health problems was not significant in most cases.
Secondary keywords: special education teachers;emotions;emotion regulation;mental health;adapted programme with lower educational standard;Čustva;Vzgoja in izobraževanje oseb s posebnimi potrebami;Pedagogi;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages: 1 spletni vir (1 datoteka PDF (68 str.))
ID: 18219993