magistrsko delo
Katra Štular (Avtor), Janez Krek (Mentor)

Povzetek

Nasilje staršev nad otroki predstavlja vsesplošen družbeni problem. Zasebnost družin je zaščitena, zato je poseganje države v družino zelo omejeno. Zaradi vloge, ki jo ima šola v življenju vsake družine, je njena dolžnost, da prevzame del vloge pri preprečevanju in obravnavanju družinskega nasilja. Za uspešno spopadanje z omenjenim problemom morajo vzgojno-izobraževalni zavodi zagotoviti jasen sistem pomoči otroku, ki doživlja nasilje v družini, učiteljem pa ustrezno znanje na tem področju. Tako bo ustvarjen občutek varnosti tako za otroka, žrtev nasilja, kot tudi za pedagoškega delavca. V magistrskem delu smo raziskali, kako se učitelji razrednega pouka soočajo z nasiljem staršev nad otroki, kakšno je njihovo znanje na omenjenem področju, kateri dejavniki jih spodbujajo ali odvračajo k sprožitvi prijave suma družinskega nasilja staršev nad otroki ter kakšno toleranco imajo do uporabe fizičnega in psihičnega nasilja kot sredstva za vzgojo otrok. Raziskali smo tudi pojavnost nasilja staršev nad otroki znotraj vzgojnoizobraževalnih zavodov v šolskem letu 2019/20. V raziskavi je sodelovalo 150 učiteljev razrednega pouka, ki so poučevali v šolskem letu 2019/20. Podatke smo zbirali tri mesece s pomočjo spletnega vprašalnika. Rezultati raziskave so pokazali, da so učitelji razrednega pouka seznanjeni s postopkom prijave in obravnave suma družinskega nasilja staršev nad otroki, medtem ko je njihovo poznavanje vsebin Pravilnika o obravnavi nasilja v družini za vzgojno-izobraževalne zavode (2010) ter Priročnika za zaposlene v vzgojno-izobraževalnih zavodih: obravnavanje nasilja v družini (Filipčič in Klemenčič, 2011) večinsko zelo pomanjkljivo. Čeprav je obravnava družinskega nasilja staršev nad otroki znotraj vzgojnoizobraževalnega sistema timsko delo, menimo, da bi na področju poznavanja vsebin iz Pravilnika in Priročnika učitelji razrednega pouka potrebovali dodatna izobraževanja. Učitelje v največji meri k prijavi zaznanega suma nasilja opogumlja: želja po pomoči učencu, načela šole in predhodne pozitivne izkušnje s prijavo, odvrača pa: prepričanje, da se bo s prijavo suma družinskega nasilja učencu povzročilo več škode kot koristi, dvom o resničnosti nasilja in skrb za lastno varnost, varnost svoje družine. Dopustnost uporabe fizičnega nasilja (klofuta, udarec s predmetom, udarec po prstih) kot vzgojne metode učitelji razrednega pouka ocenjujejo glede na intenzivnost dejanja, ne pa na obliko, denimo enkratno klofuto brez vidnih posledic so ocenili za manj nasilno kot večkratne klofute z vidno posledico (modrica na licu). Dopustnost uporabe psihičnega nasilja (grožnje, zapiranje otroka v sobo, prepoved obiskovanja obšolskih dejavnosti) kot vzgojne metode pa učitelji razrednega pouka v največji meri ocenjujejo kot nenasilne oziroma manj nasilne vzgojne metode za razliko od besednega poniževanja, ki so ga označili kot pogosto ali vedno nasilno vzgojno metodo. Glede na pridobljene podatke lahko sklepamo, da učitelji razrednega pouka bodisi ne znajo prepoznati psihičnega nasilja v konkretnih primerih bodisi ga ocenjujejo kot blažjo obliko nasilja staršev nad otroki. Pridobljeni podatki kažejo, da je pri učiteljih razrednega pouka prepoznavanje psihičnega nasilja iv staršev nad otroki manj učinkovito kot prepoznavanje fizičnega nasilja. Kot sum nasilja staršev nad otroki so učitelji razrednega pouka v šolskem letu 2019/2020 največkrat zaznali zanemarjanje, sledi psihično nasilje, fizično nasilje, ekonomsko nasilje in spolno nasilje. V šolskem letu 2019/20 pa so učitelji razrednega pouka največkrat prijavili sum zanemarjanja kot obliko nasilja staršev nad otroki, sledi fizično nasilje, psihično nasilje, ekonomsko nasilje, na zadnjem mestu pa je spolno nasilje. Ugotovitev raziskave ne moremo posplošiti na celotno populacijo, menimo pa, da izsledki raziskave ustrezno prikazujejo stanje na raziskanem področju in predstavljajo dobra izhodišča za nadaljnja raziskovanja.

Ključne besede

nasilje strašev nad otroki;nasilje v družini;otrok žrtev;starš nasilnež;učitelj razrednega pouka;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Štular]
UDK: 37.011.3-051:364.632(043.2)
COBISS: 57138435 Povezava se bo odprla v novem oknu
Št. ogledov: 246
Št. prenosov: 30
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: Primary teachers' treatment of parental violence against children
Sekundarni povzetek: Parental violence against children is a universal social problem. The privacy of families is protected, so state interference in the family is very limited. However, because of the role that the school plays in the life of every family, it is its duty to take part in preventing and addressing domestic violence. To successfully deal with this problem, the educational institutions must provide a clear system of assistance to a child experiencing domestic violence, and appropriate knowledge in this area must be provided to the teachers. This will create a sense of security for the child, the victim of violence, as well as for the educational staff. In this master's thesis, we investigated how primary school teachers deal with parental violence against children, what their knowledge in this area is, what factors encourage or discourage them from reporting suspected domestic violence against a child, and what tolerance they have towards the use of physical and psychological violence as a means of raising children. Finally, we also investigated the incidence of parental violence against children within educational institutions in the 2019/20 school year. The study involved 150 primary school teachers who taught in the 2019/20 school year. Data were collected for 3 months using an online questionnaire. The results of the research showed that primary school teachers are familiar with the process of reporting and dealing with suspected parental domestic violence against children, while their knowledge of the content of the Rules on the treatment of domestic violence for educational institutions (2010) and the Manual for employees in educational institutions: dealing with domestic violence (Filipčič and Klemenčič, 2011) is mostly very deficient. Although the treatment of domestic violence within the educational system is a team effort, we believe that primary school teachers would need further training in this field. Primary school teachers are most encouraged to report perceived suspicions of violence by the desire to help the pupil, the school’s principles, and previous positive experiences with reporting, but are discouraged by the belief that reporting suspected domestic violence will do more harm than good, by the doubt of the reality of violence, and by concern for their own safety and the safety of their family. Primary school teachers assess the permissibility of using physical violence (slapping, hitting with an object, wrist slap) as an educational method according to the intensity of the act and not on the form. However, they assess the permissibility of using psychological violence (threats, locking the child in the room, banning extracurricular activities) as educational methods as nonviolent or less violent educational methods, in contrast to verbal humiliation, which they describe as a frequent or always violent method. Based on the obtained data, we can conclude that primary school teachers either do not know how to recognize psychological violence in specific cases or assess it as a milder form of parental violence against children. The data obtained show that recognizing the psychological violence of parents against children is less effective for primary school teachers than recognizing physical vi violence. As suspected domestic violence against children, primary school teachers in the 2019/2020 school year most often perceived neglect as a form of parental violence against children, followed by psychological violence, physical violence, economic violence, and sexual violence. In the 2019/20 school year, primary school teachers most often reported neglect as a form of parental violence against children, followed by physical violence, psychological violence, economic violence, and last but not least, sexual violence. The results of the research cannot be applied to the entire population, but we believe that the findings adequately reflect the situation in this research area and represent good starting points for further research.
Sekundarne ključne besede: violence;parents;child;nasilje;starši;otrok;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Strani: XI, 70 str.
ID: 12692537