Šola, ki upošteva spoznanja o travmi

magistrsko delo

Tadeja Palčič (Avtor), Bojan Dekleva (Mentor), Mija Marija Klemenčič (Komentor)

Povzetek

Magistrsko delo obravnava šolski pristop, ki upošteva spoznanja o travmi. Travma predstavlja velik problem družbe, saj se velik del populacije vsaj enkrat v življenju sreča s težko travmatično izkušnjo. Zaradi številnih negativnih posledic, ki jih travma lahko pusti na posamezniku, pa se v tujini poudarja pomen pristopa, ki upošteva spoznanja o travmi. Šole bi morale v svoj sistem vključiti ta pristop, saj bi s tem lahko podprle učence na poti okrevanja od travme ter preprečile retravmatizacijo. V teoretičnem delu smo opredelili pojem travme, vrste travm ter opisali faze spoprijemanja s travmatskim dogodkom. Predstavili smo nekaj najpogostejših odzivov otrok na travmatske dogodke v različnih starostnih obdobjih ter poleg pripisali nekaj možnih načinov pomoči. Sledi predstavitev pristopa, ki upošteva spoznanja o travmi ter primerjava tega pristopa s tradicionalnim pristopom do travme. Predstavili smo, zakaj bi bil ta pristop v šoli koristen in kako se ga lahko vključi v šolo kot celoto. Na koncu pa smo opredelili sekundarno travmo in njene učinke na posameznika. Empirični del raziskave temelji na kvalitativnem pristop. Raziskovali smo, kakšno je poznavanje travme med različnimi kadri v šoli, v kolikšni meri poznajo simptome travme in jih tudi prepoznajo. Zanimalo nas je, kako na šoli ukrepajo v primeru travme. Poleg tega smo ugotavljali, če poznajo pristop s travmo seznanjene šole. Zanimalo nas je tudi, če se intervjuvanci soočajo s sekundarno travmo in kako ukrepajo ob pojavu le-te. Raziskava ugotavlja, da so intervjuvanci v splošnem seznanjeni s pojmom travma. Večji del intervjuvancev trdi, da na podlagi spremembe vedenja prepozna travmatiziranega učenca, vendar zaradi pomanjkanja znanja pogosto občutijo stisko pri iskanju ustreznega načina pomoči temu učencu. Čeprav večina intervjuvancev občuti stisko pri delu s travmatiziranimi učenci, pa so mnenja glede potrebe po pristopu, ki upošteva spoznanja o travmi, deljena. Kljub temu pa so nekateri intervjuvanci izrazili zanimanje za dodatna izobraževanja na področju travme in dela s travmatiziranimi posamezniki.

Ključne besede

travme;travmatski dogodki;retravmatizacija;pristop, ki upošteva spoznanja o travmi;sekundarna travma;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2019
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Palčič]
UDK:	373.3:613.86(043.2)
COBISS:	12466249
Št. ogledov:	664
Št. prenosov:	90
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Trauma - informed school
Sekundarni povzetek:	The master's degree deals with a trauma-informed school approach. Trauma is a big problem for society, since a large portion of the population deals with at least one adverse traumatic experience. Due to many negative consequences that trauma can leave on an individual, the importance of trauma-informed approach is emphasised abroad. Schools should implement this approach into their system in order to help students recover from trauma and to prevent retraumatization. In theoretical part we defined the concept of trauma, types of trauma and we described the phases of confrontation with a traumatic event. We presented some of the most frequent respones of children to traumatic events through different age periods and added some possible ways of help. Then follows the presentation of a trauma-informed approach and a comparison of this approach to a tradicional trauma approach. We presented the importance of this approach in school and how it can be integrated into a school system. At the end we defined a secondary trauma and its effects on an individual. The empirical part of the research is based on the qualitative approach. We studied the knowledge of trauma among staff at school, the extent of their knowledge about symptoms of trauma and their recognition of these symptoms. We were interested in how school reacts in a case of a trauma. Besides, we were determining whether they are familiar with trauma-informed approach. We were also interested in how interviewees react in a case of secondary trauma. The research finds that interviewees are generally familiar with the concept of trauma. The majority of interviewees say that they recognize traumatized student based on a change in their behavior but due to their lack of knowledge they have difficulties finding a suitable way to help that student. Even though the majority of interviewees find it difficult to work with traumatized students, the opinions about the necessity of a trauma-informed approach are varied. Despite this, some of the interviewees expressed interest in additional education about trauma and work with traumatized individuals.
Sekundarne ključne besede:	primary school;mental stress;osnovna šola;duševni stres;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Poučevanje, poučevanje na razredni stopnji
Strani:	85 str.
ID:	11158841