Čustvene in vedenjske težave/motnje v osnovni šoli

Abstract

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Data

Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Kumar]
UDC:	376.1:159.922.76-056.49(043.2)
COBISS:	10129993
Views:	2594
Downloads:	256
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Emotional and behavioural difficulties in primary school
Secondary abstract:	In the theoretical part I studied the problem of disruptive behaviour, which is in primary schools increasingly present but overlooked. This part was done on the basis of studying literature, written by various authors. I came to the conclusion that the disruptive behaviour is often conditioned by the growing population of children who have emotional and behavioural difficulties/disorders (hereinafter referred to as EBD/D). I researched the causes of their formation, while I came across a very diverse opinions, but nevertheless most experts see the causes in the socio-economic conditions, biological or. neurological predisposition as well as family and school environment. I focused more specifically on the latter two, while I was trying to find solutions for more efficient and effective coping with EBP/D children in both, family and school environment. Further on I examined the situation of school or. its teaching staff in relation to children with such problems, the usefulness of an educational plan that is intended to represent, especially to teachers, support or guide how to work. I was interested in teachers' opinion on this matter, and therefore in the empirical part I introduce interviews that I conducted with two teachers and two social educators. I was particularly interested in what forms of challenging/disruptive behaviour they observe in pupils, the methods and strategies that are most effective with such pupils, and what is the level of team work while coping with these problems. In the thesis I introduce my finding about which educational procedures and measures teachers use for such pupils and how they assess their own capacity to deal with such specific problems as some of their pupils have. At the end of the thesis I recommend some guidelines for the teachers for a more effective coping with disruptive behaviour, because on the basis of the interviews I concluded that teachers feel less qualified to deal with pupils with EBD/D.
Secondary keywords:	emotional disorder;primary school;čustvene motnje;osnovna šola;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	V f., 49 str., [18] str. pril.
ID:	8678174