magistrsko delo
Tjaša Prelog (Avtor), Darja Zorc-Maver (Mentor), Mojca Vrhovski Mohorič (Komentor)

Povzetek

Motnje v duševnem razvoju (v nadaljevanju MDR) so motnje, ki se pojavijo v razvojnem obdobju in vključujejo intelektualne primanjkljaje in primanjkljaje na področju prilagoditvenih spretnosti na konceptualnem, socialnem in praktičnem področju. Težave v vedenju so kompleksen in pogost problem pri osebah z MDR, ki predstavlja diagnostični izziv. Oblike podpore osebam z MDR, ki imajo pridružene vedenjske težave (v nadaljevanju VT), vključujejo psihosocialne in zdravstvene intervencije. Farmakološke intervencije se uporabijo v primeru neuspešnosti prvih dveh ter pri resnih oblikah agresivnosti in tveganju poškodbe drugih ali sebe. Ločimo tudi proaktivne in reaktivne pristope. Predvidevala sem, da bodo osebe z MDR s pridruženimi VT v šolah in v centrih deležne večinoma psihosocialnih obravnav pedagoških delavcev in v različnih oblikah dnevno. Prav tako sem predpostavljala, da bodo farmakološke intervencije redke in uporabljene pri osebah s težjimi in težkimi MDR. To sem preverila s spletnim vprašalnikom za strokovne delavce šol s prilagojenim programom z nižjim izobrazbenim standardom ali posebnim programom ter v centrih za usposabljanje, delo in varstvo po Sloveniji (N = 22) ter s študijo primera, kjer sem 2 tedna opazovala učenca v 9. razredu osnovne šole s prilagojenim programom z nižjim izobrazbenim standardom, ki ima pridružene VT. Rezultati so potrdili, da omenjeni populaciji nudijo predvsem psihosocialne obravnave pedagoški delavci (p < 0,05), čeprav se ji dnevno ne nudi veliko različnih oblik – 45,5 % udeležencev je odgovorilo, da osebam z MDR nudijo vsak dan le svetovanje z individualnim in s skupinskim pogovorom. Dnevno se nekaterim (36,4 %) nudi tudi preusmeritev vedenja ali gibalno-športne dejavnosti. Rezultati niso pokazali statistično značilne povezanosti med stopnjo MDR in pogostostjo zdravljenja (ꭓ² = 3,066; p = 0,547), zato sem zadnjo hipotezo zavrnila. Rezultati študije primera so podprli rezultate prvih dveh hipotez. S tem sem pridobila dodaten vpogled o vrstah in številu oblik podpore omenjeni populaciji ter podatke o strokovnjakih, ki to podporo nudijo pogosto ali občasno posegajo po različnih oblikah proaktivno usmerjene podpore pri soočanju z VT pri osebah z MDR.

Ključne besede

vedenjske težave;mladostnik;psihosocialna podpora;reaktivni in proaktivni pristop;oblike podpore;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Prelog]
UDK: 616.89(043.2)
COBISS: 35511811 Povezava se bo odprla v novem oknu
Št. ogledov: 309
Št. prenosov: 45
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Forms of assistance to people with intellectual disabilities with associated behavioural problems
Sekundarni povzetek: Intellectual disabilities (ID) are disorders that begin in childhood and are characterized by intellectual difficulties as well as difficulties in conceptual, social, and practical areas of living. Behavioural problems (BP) are a complex and common problem in people with ID and present a diagnostic challenge. Forms of assistance to people with ID with associated BP include psychosocial and health interventions. Pharmacological interventions are used in case of failure of the first two and in case of serious forms of aggression and risk of injury to others or oneself. We also distinguish between proactive and reactive approaches. I anticipated that people with ID with associated BP in special needs schools and centers will receive mostly psychosocial interventions by educators in various forms on a daily basis. I also hypothesized that pharmacological interventions would be rare and used in individuals with severe and profound ID. I tested this with an online questionnaire for school professionals with a special needs program and in training, work and care centers for people with ID in Slovenia (N = 22) and with a case study where I observed a student with ID with associated BP in the 9th grade in elementary school with special needs program. The results confirmed that the mentioned population is mainly offered psychosocial interventions by pedagogical staff (p < 0.05) although they are not offered many different forms on a daily basis - 45.5 % of participants answered that they offer people with ID only counselling with individual and group talk. On a daily basis, some (36.4 %) are also offered behavioural redirection or physical activity. The results did not show a statistically significant association between degree of ID and treatment frequency (ꭓ² = 3.066; p = 0.547) so I rejected the last hypothesis. The results of the case study supported the results of the first two hypotheses. I gained additional insight into the types and number of forms of support for this population, and data on professionals who provide this support often, or they occasionally resort to various forms of proactively targeted support in coping with BP in people with ID.
Sekundarne ključne besede: mental handicap;behaviour disorder;motnje v duševnem razvoju;motnje vedenja;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 89 str.
ID: 12126791