Sodelovanje s starši otrok v vzgojnih ustanovah

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[L. Mikša]
UDK:	376.1-056.47(043.2)
COBISS:	9656393
Št. ogledov:	1919
Št. prenosov:	386
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Collaboration with parents of youngsters in residential care
Sekundarni povzetek:	In the theoretical part of the thesis, I define family and its structural elements. I present risk factors in development of the individual, where I dedicate more attention to family factors. I explain formation and nature of emotional and behavioral problems. I clarify the leaving of a child/adolescent to an outside of family upbringing and describe life context in an institution. I dedicate most of the attention to the central part of the thesis – cooperation between parents and the institution. Here I am interested in the goals of cooperation, obstacles and forms of cooperation in Slovenian and foreign territory. In the empirical part, with the help of two methods – open type questions and half structured interview, I have explored, what forms of cooperation with parents are performed by professional workers, how they experience and rate this cooperation, with what obstacles they are confronted by, how they perceive experiences and behavior of parents with children, that are in an institution and what would be necessary by their estimation for more effective cooperation. Results have shown that professional workers in addition to standard formal forms of cooperation use many informal forms, which they perceive as successful. There are differences in use of forms of cooperation depending on the type of work place – between educators and counselors. First use forms, which are meant for information exchange, socializing, learning about life in an institution, coordination between parents and educators… In the other hand, counselors mostly use individual contact with parents, which are meant for changing behavioral patterns of parents and conflict resolution between parents and children. We can determine that attitude toward parent cooperation based on gender is different in some segments, but pedagogical workers are somewhat more tender, tolerant and understanding toward parent problems and invest more energy and time in cooperation with parents. Professional workers also report about obstacles, which I have sorted in four categories: situational obstacles (time distress, territorial distance, financial problems), personal obstacles of professional workers (lack of experience, knowledge, skills and uncertainty), obstacles, which concern parents and their conduct (insincerity, avoidance, unwillingness to cooperate, accusations, criticizing, commanding counselors) and systemic obstacles (leadership, organization system in an institution and Social Security Center). Professional workers feel that for effective cooperation we need: legislation to define a requirement for parents to cooperate more intensively with the institution, change institution organization in the way that allows better cooperation and equips professional workers with methods, strategies, knowledge and jurisdiction for this work. They also express the need in changing the views of counselors, the already mentioned enforcement of parent obligations and between them also obligation and right to cooperate with the institution, to make an effort to gain the trust of parents and to include them more intensively into child care at the time of institutional stay.
Sekundarne ključne besede:	community home;parents;child;vzgojni dom;starši;otrok;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Strani:	129 str., [17] str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Collaboration with parents of youngsters in residential care
Ključne besede (ePrints):	čustvene in vedenjske težave
Ključne besede (ePrints, sekundarni jezik):	emotional and behavioral problems
Povzetek (ePrints):	V teoretičnem delu diplomskega dela opredelim družino in njene strukturne elemente. Predstavim dejavnike tveganja v razvoju posameznika, pri čemer več pozornosti namenjam družinskim dejavnikom. Razložim nastanek in naravo čustvenih in vedenjskih težav. Pojasnim otrokov/mladostnikov odhod v izvendružinsko vzgojo ter opišem življenjski kontekst v ustanovi. Največ pozornosti namenjam osrednjemu delu diplomske naloge - sodelovanju med starši in ustanovo. Pri tem me zanimajo cilji sodelovanja, ovire in oblike sodelovanja v slovenskem in tujem prostoru. V empiričnem delu sem s pomočjo dveh metod – vprašalnika odprtega tipa in polstrukturiranega intervjuja raziskala, katere oblike sodelovanja s starši izvajajo strokovni delavci, kako to sodelovanje ocenjujejo in doživljajo, s katerimi ovirami se pri tem soočajo, kako vidijo doživljanja in ravnanja staršev otrok v vzgojnih ustanovah ter kaj bi bilo po njihovi oceni potrebno za učinkovitejše sodelovanje. Rezultati so pokazali, da se strokovni delavci poleg standardnih formalnih oblik sodelovanja poslužujejo veliko neformalnih oblik, ki jih doživljajo kot uspešne. Obstajajo razlike v uporabi oblik sodelovanja glede na vrsto delovnega mesta – med vzgojitelji in svetovalnimi delavci. Prvi uporabljajo oblike, ki so namenjene izmenjavi informacij, druženju, spoznavanju življenja v ustanovi, usklajevanju med starši in vzgojitelji ipd., svetovalni delavci pa izvajajo pretežno individualne stike s starši, ki so namenjeni spreminjanju vedenjskih vzorcev starša/ev ter reševanju konfliktov med starši in otroki. Ugotovimo lahko, da je drža do sodelovanja s starši glede na spol v nekaterih segmentih različna, predvsem pa so pedagoške delavke nekako bolj mehke in strpne in razumevajoče glede na probleme staršev in vlagajo v sodelovanje s staršev več energije in časa. Strokovni delavci poročajo tudi o ovirah, ki sem jih razvrstila v štiri kategorije: situacijske ovire (časovna stiska, krajevna oddaljenost, finančne težave), osebne ovire strokovnih delavcev (pomanjkanje izkušenj, znanja, spretnosti in nesigurnost), ovire, ki se nanašajo na starše in njihovo ravnanje (neiskrenost, izogibanje, nepripravljenost na sodelovanje, obtoževanje, kritiziranje, ukazovanje vzgojiteljem), in sistemske ovire (vodstvo, sistem organizacije v ustanovi in center za socialno delo). Strokovni delavci menijo, da bi bilo za učinkovitejše sodelovanje potrebno: z zakonodajo opredeliti zahtevo, da starši bolj intenzivno sodelujejo z ustanovo, spremeniti organiziranost v ustanovi tako, da bi bilo mogoče bolje sodelovati, ter bolje opremiti strokovne delavce z metodami, strategijami, znanji in pristojnostmi za to delo. Izražajo tudi potrebo po spremembi stališč vzgojiteljev, že omenjeno uveljavitev dolžnosti staršev in med njimi tudi dolžnost in pravico do sodelovanja z ustanovo, se potruditi pridobiti zaupanje staršev ter jih intenzivneje vključiti v skrb za otroka tudi v času institucionalnega bivanja.
Povzetek (ePrints, sekundarni jezik):	In the theoretical part of the thesis, I define family and its structural elements. I present risk factors in development of the individual, where I dedicate more attention to family factors. I explain formation and nature of emotional and behavioral problems. I clarify the leaving of a child/adolescent to an outside of family upbringing and describe life context in an institution. I dedicate most of the attention to the central part of the thesis – cooperation between parents and the institution. Here I am interested in the goals of cooperation, obstacles and forms of cooperation in Slovenian and foreign territory. In the empirical part, with the help of two methods – open type questions and half structured interview, I have explored, what forms of cooperation with parents are performed by professional workers, how they experience and rate this cooperation, with what obstacles they are confronted by, how they perceive experiences and behavior of parents with children, that are in an institution and what would be necessary by their estimation for more effective cooperation. Results have shown that professional workers in addition to standard formal forms of cooperation use many informal forms, which they perceive as successful. There are differences in use of forms of cooperation depending on the type of work place – between educators and counselors. First use forms, which are meant for information exchange, socializing, learning about life in an institution, coordination between parents and educators… In the other hand, counselors mostly use individual contact with parents, which are meant for changing behavioral patterns of parents and conflict resolution between parents and children. We can determine that attitude toward parent cooperation based on gender is different in some segments, but pedagogical workers are somewhat more tender, tolerant and understanding toward parent problems and invest more energy and time in cooperation with parents. Professional workers also report about obstacles, which I have sorted in four categories: situational obstacles (time distress, territorial distance, financial problems), personal obstacles of professional workers (lack of experience, knowledge, skills and uncertainty), obstacles, which concern parents and their conduct (insincerity, avoidance, unwillingness to cooperate, accusations, criticizing, commanding counselors) and systemic obstacles (leadership, organization system in an institution and Social Security Center). Professional workers feel that for effective cooperation we need: legislation to define a requirement for parents to cooperate more intensively with the institution, change institution organization in the way that allows better cooperation and equips professional workers with methods, strategies, knowledge and jurisdiction for this work. They also express the need in changing the views of counselors, the already mentioned enforcement of parent obligations and between them also obligation and right to cooperate with the institution, to make an effort to gain the trust of parents and to include them more intensively into child care at the time of institutional stay.
Ključne besede (ePrints, sekundarni jezik):	emotional and behavioral problems
ID:	8311457