Vloga socialnega pedagoga pri spodbujanju strategij za učinkovito ravnanje s čustvi učencev v šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[J. Pirc]
UDK:	159.942:37.013.42(043.2)
COBISS:	9762633
Št. ogledov:	1129
Št. prenosov:	197
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The role of a social pedagogue in encouraging the use of effective emotion-focused coping strategies of schoolchildren
Sekundarni povzetek:	School is a place where pupils on a daily basis deal with new challenges, come into conflicts with peers and teachers, struggle with undesirable grades, feel personal distress etc. All these situations stir up various emotions and pupils can learn how to constructively express these emotions or deal with them. However, in encouraging the use of effective emotion regulation strategies, pupils often need support in school and at home. A social pedagogue or any other relevant person within the educational institution can therefore help pupils when trying to express or deal with emotions. The theoretical part of this diploma paper includes the definitions of emotions, emotional intelligence and its role in life, as well as the role of a social pedagogue in dealing with pupils’ emotions. The empirical part of the diploma paper focuses on the analysis of the systematic planning and implementation of effective emotion regulation strategies in pupils as well as the role of a social pedagogue in this process in schools where the interviewed social pedagogues work. The empirical research is based on five interviews with social pedagogues that work in schools as school counsellors. The analysis of the results showed that in the interviewees’ workplaces effective emotion regulation strategies are not systematically devised. It was also established that because of time constraints, teachers’ workload when trying to get through the school syllabus, and pupils’ workload due to other activities, this specific area does not receive enough attention or at least not as much attention as they would like to. However, it is clear that the obtained results cannot be generalised since the convenience sample is too small.
Sekundarne ključne besede:	affection;affective behaviour;primary school;čustvo;čustveno vedenje;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Strani:	43 str., [2] str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The role of a social pedagogue in encouraging the use of effective emotion-focused coping strategies of schoolchildren
Ključne besede (ePrints):	socialni pedagog
Ključne besede (ePrints, sekundarni jezik):	social pedagogue
Povzetek (ePrints):	Šola je prostor, kjer se učenci vsakodnevno soočajo z novimi izzivi, konflikti z vrstniki, konflikti z učitelji, neželenimi ocenami, osebnimi stiskami ipd., v katerih lahko doživljajo različna čustva. Učenci se lahko ob tem učijo, kako s čustvi konstruktivno ravnati oziroma jih izražati. Pri razvijanju strategij za učinkovito ravnanje s čustvi pa učenci pogosto potrebujejo podporo tako v šolskem kot v družinskem kontekstu. Socialni pedagog ali kdo drug, ki je učencu v šolskem kontekstu pomemben, lahko učencem omogoča podporo pri učenju učinkovitega spoprijemanja s čustvi in njihovega izražanja. V teoretičnem delu diplomskega dela analiziram področje čustev, opredelim čustveno inteligentnost in njen pomen za življenje ter vlogo socialnega pedagoga pri delu s čustvi učencev v šoli. V empiričnemu delu diplomskega dela analiziram prisotnost sistematičnega načrtovanja in izvajanja strategij za učinkovito ravnanje s čustvi učencev na šolah, kjer so bile zaposlene tudi intervjuvane socialne pedagoginje ter vlogo socialnega pedagoga pri tem. Empirično raziskovanje temelji na petih intervjujih s socialnimi pedagoginjami, ki delajo kot šolske svetovalne delavke v osnovni šoli. Analiza rezultatov raziskave je pokazala, da v šolah, kjer so zaposlene intervjuvane socialne pedagoginje ni sistematičnega razvijanja strategij za učinkovito ravnanje s čustvi. Prav tako sem ugotovila, da se zaradi pomanjkanja časa, obremenjenosti učiteljev z uresničevanjem letnega delovnega načrta in med drugim zaradi obremenjenosti učencev z drugimi vsebinami, temu področju ne posvečajo dovolj oziroma v tolikšni meri, kot bi si želeli. Zavedam se, da dobljenih rezultatov ne morem posplošiti, saj je bil vzorec intervjuvanih socialnih pedagoginj majhen.
Povzetek (ePrints, sekundarni jezik):	School is a place where pupils on a daily basis deal with new challenges, come into conflicts with peers and teachers, struggle with undesirable grades, feel personal distress etc. All these situations stir up various emotions and pupils can learn how to constructively express these emotions or deal with them. However, in encouraging the use of effective emotion regulation strategies, pupils often need support in school and at home. A social pedagogue or any other relevant person within the educational institution can therefore help pupils when trying to express or deal with emotions. The theoretical part of this diploma paper includes the definitions of emotions, emotional intelligence and its role in life, as well as the role of a social pedagogue in dealing with pupils’ emotions. The empirical part of the diploma paper focuses on the analysis of the systematic planning and implementation of effective emotion regulation strategies in pupils as well as the role of a social pedagogue in this process in schools where the interviewed social pedagogues work. The empirical research is based on five interviews with social pedagogues that work in schools as school counsellors. The analysis of the results showed that in the interviewees’ workplaces effective emotion regulation strategies are not systematically devised. It was also established that because of time constraints, teachers’ workload when trying to get through the school syllabus, and pupils’ workload due to other activities, this specific area does not receive enough attention or at least not as much attention as they would like to. However, it is clear that the obtained results cannot be generalised since the convenience sample is too small.
Ključne besede (ePrints, sekundarni jezik):	social pedagogue
ID:	8311680