Vpliv skupinske dinamike na nasilje v razredu

magistrsko delo

Mateja Andrinek (Avtor), Tomaž Vec (Mentor)

Povzetek

Magistrsko delo obravnava problematiko medvrstniškega nasilja v povezavi s skupinsko dinamiko, ki se v razredu razvija in je lahko tako zaviralec kot spodbujevalec nasilnih dejanj posameznikov. V teoretičnem delu so predstavljeni različni pogledi in vrste medvrstniškega nasilja, vloge in značilnosti učencev v medvrstniškem nasilju ter merjenje tega v razredu. V nadaljevanju sledijo značilnosti malih skupin in njihove dinamike, kar povezujem z dogajanjem v razredu. Zanimalo me je, ali in kako lahko razredna dinamika prispeva k pojavu nasilja v razredu, kako slednje vidijo učitelji, ali dajejo pozitivni skupinski dinamiki in dobremu počutju učencev v razredu kakšen pomen in na kakšen način ga, če ga, spodbujajo. Namen empiričnega dela je osvetliti pomen skupinske dinamike, ki vpliva na različne faktorje delovanja razreda. S tem spodbujam vse pedagoške delavce k delu na pozitivni klimi razreda, kar je lahko, v nasprotju z individualnimi pristopi, drug učinkovit način za preprečevanje nasilja v razredu. Raziskovanje zajema pogled na medvrstniško nasilje z vidika učiteljev in učencev ter vloge, ki jih pri tem zavzemajo. Dotaknem se počutja učencev v razredu in pomena vloge opazovalcev, v kateri se apatično znajde veliko učencev. Raziskovala sem tudi vzroke, ki jih učitelji pripisujejo nastanku nasilja tako pri posameznikih kot v skupini. Za pridobivanje podatkov sem uporabila dva različna anketna vprašalnika, namenjena učiteljem in učencem, na katera je odgovorilo 41 učiteljev  razrednikov in 218 učencev. Po mnenju sodelujočih v raziskavi je nasilje v razredih, še posebej verbalno, prisotno vsak dan. Učenci ob tem največkrat zavzamejo vlogo opazovalcev, a pri tem prepogosto pogledajo stran. Kljub temu da imajo učenci pozitivno mnenje o vodenju razreda svojih razrednikov, pozitivno ocenjujejo učiteljevo sposobnost glede reševanja nasilja in so o poteku intervencij dokaj dobro informirani, o nasilju še vedno najpogosteje zaupajo staršem in prijateljem. V anketiranih razredih vlada večinoma pozitivno vzdušje, nekaj več težav pa imajo učenci na področju reševanja konfliktov, strpnosti in medsebojnega razumevanja. Učitelji različne komponente skupinske dinamike prepoznavajo kot pomemben dejavnik za (ne)nasilje v razredu, a se z njim, tako kot svetovalna služba, načrtno iz različnih razlogov ukvarjajo razmeroma malo.

Ključne besede

medvrstniško nasilje;skupina;vrstniški odnosi;učitelj-vodja razreda;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2018
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Andrinek]
UDK:	316.6:37(043.2)
COBISS:	12154441
Št. ogledov:	627
Št. prenosov:	138
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Group dynamics impact on classroom violence
Sekundarni povzetek:	The master thesis deals with the problems of peer-to-peer violence in relation to the group dynamics which develops in the classroom, and can be an inhibitor as well as a promoter of violent acts of individuals. The theoretical part presents various views and types of peer violence, the role and characteristics of pupils in peer violence and the measurement of these factors in a class. The thesis further deals with the characteristics of small groups and their dynamics, which I associate with classroom developments. I wanted to find out whether and how classroom dynamics can contribute to the occurrence of violence in a class, how it is looked upon by the teachers, and whether the teachers give to positive class dynamics and the well-being of pupils in the class any importance and in which way and whether they encourage it. The aim of the empirical part is to highlight the significance of group dynamics that affects the various factors of the class activities. By doing so, I encourage all pedagogical workers to work on the creating of positive atmosphere in the class, which, although it may be contrary to some individual approaches, can be another effective way to prevent classroom violence. The research is looking upon peer-to-peer violence from the perspective of teachers and pupils, and the roles they play in doing so. I also deal with the feelings of pupils in the classroom and the importance of the role of observers in which many pupils are apathetic. I have also studied the causes that teachers attribute to the emergence of violence, both in individuals and in the group. In order to obtain data, two different survey questionnaires were used for teachers and pupils, which were answered by 41 teachers - class teachers and 218 pupils. According to the participants in the survey, violence in classes, especially verbal, is present every day. Pupils usually take on the role of observers, but they often "turn a blind eye" to what goes on. Despite the fact that pupils have a positive opinion about classroom management by the class teacher and their positive assessment of the teacher's ability to deal with violence and that they are well informed about the course of intervention, they still most often trust violence issues to their parents and friends. In the interviewed classes, there is generally a positive atmosphere, but there are still some problems with conflict resolution, tolerance and mutual understanding. The teachers recognize various components of group dynamics as an important factor for non-violence in the classroom, but, for various reasons, they do not sufficiently deal with it, together with the advisory service.
Sekundarne ključne besede:	violence;class;group dynamics;nasilje;razred;skupinska dinamika;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Strani:	85 str.
ID:	10973456