Uporaba čuječnosti pri delu z otroki v osnovni šoli

diplomsko delo

Povzetek

V diplomski nalogi sem raziskovala uporabnost čuječnosti pri delu z otroki v osnovni šoli. V teoretičnem delu sem opredelila, kaj čuječnost pomeni in navedla glavne principe ter kvalitete, ki jih mora poznati posameznik, ki želi prakticirati čuječnost. Čuječnost sem aplicirala na delo z otroki in ugotovila, da je možno čuječnost uspešno izvajati ne samo z odraslimi, ampak tudi z mlajšimi otroki, pri katerih vaje nekoliko prilagodimo njihovi razvojni stopnji in razumevanju. Navedla sem nekaj raziskav, ki potrjujejo pozitivne vplive redne vadbe čuječega zavedanja in jih opisala, na kakšen način se ti kažejo. Tako Brantley in Millstine (2012) navajata študijo, ki so jo leta 2003 izvajali Richard Davidson, Jon Kabat-Zinn in njihovi sodelavci ter ugotovili, da prakticiranje čuječnosti povzroča dokazljive spremembe v možganski strukturi. Škobalj (2017) navaja izsledke raziskav o vplivu čuječnosti, ki jo je izvedla profesorica Katherine Weare (2012) med otroki in mladostniki, in sicer da čuječnost dobro deluje na čustveno stanje mladostnikov, na njihovo mentalno zdravje, sposobnost učenja ter tudi na njihovo fizično zdravje. Anketirani čuječi otroci in mladostniki so bolj priljubljeni med vrstniki, imajo več prijateljev ter manj negativnih emocij in manj tesnobe. V drugem delu predstavljam svoj empirični del naloge, ki sem jo izvedla s kvalitativno metodologijo. Za vzorec sem izbrala pet izvajalcev čuječnosti v štirih različnih osnovnih šolah po Sloveniji in z njimi opravila intervju. Za cilj raziskovanja sem si zadala ugotoviti, kako izvajalci čuječnosti v šolah opredeljujejo čuječnost, identificirati razloge, zakaj je pomembno razvijanje čuječnosti pri učencih, ugotoviti, kako se čuječnost izvaja v izbranih osnovnih šolah ter ugotoviti, ali obstajajo negativni učinki izvajanja čuječnosti pri učencih in kaj je treba pri izvajanju paziti, da ne pride do njih. Ugotovila sem, da si vsak izvajalec ustvari svoj način urjenja čuječnosti pri otrocih. Obstaja veliko različnih vaj za urjenje čuječnosti, predvsem pa je pomembno, da vaje izvajamo redno, kontinuirano, da smo pri tem vztrajni, potrpežljivi in da otrok ne silimo k izvajanju. Intervjuvancem je pomembno razvijanje čuječnosti pri učencih predvsem zato, ker razvija čustveno inteligenco, socialni razvoj in druge dejavnike, ki jih šola po mnenju intervjuvancev še vedno premalo razvija. Otroci lahko govorijo o svojih občutkih in svojih razmišljanjih, pri čemer ni nepravilnih odgovorov v primerjavi s šolskim znanjem, kjer naj bi bili povečini pravilni odgovori le tisti po pričakovanju učiteljev. Ugotovila sem tudi, da so odzivi učencev na izvajanje čuječnosti po mnenju intervjuvancev večinoma pozitivni. Odgovori na raziskovalna vprašanja vodijo do zaključka, da je čuječnost sestavljena iz mnogih elementov in da je vsakemu pomemben drug element čuječnosti, kar kaže na subjektivnost in relativnost pojmovanja čuječnosti. Izvajalci so navedli mnogo pozitivnih učinkov, ki so jih opazili pri sebi ali otrocih po izvajanju vaj iz čuječnosti. To pomeni, da čuječnost lahko pomaga učencem, posledično pa tudi zmanjšuje moteče vedenje v razredu in izboljšuje razredno klimo. Pri izvajanju vaj pa moramo biti pozorni, ker lahko pride tudi do negativnega odziva otrok (nervoza). Nekaterim je težko priti v stik s samim seboj, saj lahko pridejo na dan težke vsebine iz preteklosti. Če se to zgodi, je potrebno z izvajanjem prekiniti in spremeniti aktivnost, da ne pride do resnejših negativnih učinkov.

Ključne besede

čuječnost;učenci;čustvena inteligenca;zavedanje sedanjega trenutka;pozitivni učinki;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2019
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Arhar]
UDK:	615.851:373.3(043.2)
COBISS:	12578377
Št. ogledov:	649
Št. prenosov:	86
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Mindfulness at work with primary students
Sekundarni povzetek:	In my thesis, I explored the usefulness of mindfulness at working with children in elementary school. In the theoretical part, I defined what mindfulness means and outlined the main principles and qualities that an individual who wants to practice mindfulness must know. I applied mindfulness to work with children and found that it is possible to perform mindfulness successfully not only with adults but also with younger children whose exercises are somewhat adapted to their developmental stage and understanding. I cited some research that confirms positive effects of regular mindfulness training and described how they manifest themselves. Thus, Brantley and Millstine (2012) cite a study conducted in 2003 by Richard Davidson, Jon Kabat-Zinn, and their colleagues and found that practicing mindfulness causes demonstrable changes in brain structure. Škobalj (2017) cites research findings on the impact of mindfulness by professor Katherine Weare (2012) on children and adolescents saying that mindfulness works well on adolescents' emotional state, their mental health, learning ability, and their physical health. Surveyed mindful children and adolescents are more popular among peers, have more friends, and have less negative emotions and less anxiety. In the second part, I present my empirical part of the thesis that I did with a qualitative methodology. I selected five interviewees for the sample in four different elementary schools across Slovenia and interviewed them. The aims of the research were to determine how teachers of mindfulness in schools define mindfulness, to identify the reasons why developing pupil mindfulness is important, to find out how mindfulness is performed in the selected elementary schools, and to determine whether there are negative effects of mindfulness on students and what should be done to prevent it. I have found that each performer creates his or her own way of training mindfulness in children. There are many different exercises for practicing mindfulness. However, it is especially important to perform the exercises regularly, continuously, to be persistent, patient, and not to force the child to perform. It is important for interviewees to develop pupil mindfulness, mainly because they develop emotional intelligence, social development, and other factors that, according to interviewees, are still underdeveloped by the school. Children can talk about their feelings and their thinking with no incorrect answers compared to school knowledge where mostly the correct answers are only those expected by teachers. I also found that in the opinion of the interviewees, the students' responses to the mindfulness practicing were mostly positive. Answers to the research questions lead to the conclusion that mindfulness is made up of many elements and that for each teacher of mindfulness it another element of mindfulness is important, which indicates the subjectivity and relativity of the concept of mindfulness. The practitioners reported many positive effects they observed in themselves or in the children after performing mindful exercises. This means that mindfulness can help students and, consequently, reduce disruptive classroom behavior and improve the classroom climate. However, care must be taken when performing the exercises as there may also be a negative reaction from the children (nervousness). Some find it difficult to get in touch with themselves as difficult contents from their own past can emerge on the surface. If this happens, the activity should be interrupted and modified so that no serious negative effects occur.
Sekundarne ključne besede:	psychotherapy;primary school;psihoterapija;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Strani:	39 str.
ID:	11221851