diplomsko delo
Povzetek
Naučena nemoč je pojav, ki ga pogosto zaznamo pri šolskih otrocih. Šola, predvsem pa šolska svetovalna služba, lahko ima pri soočanju z naučeno nemočjo zelo pomembno vlogo, zato sem želela pojav raziskati iz perspektive socialnih delavk, ki so zaposlene v šolskih svetovalnih službah. V teoretičnem uvodu diplomskega dela predstavim razvoj in različne definicije naučene nemoči, s poudarkom na naučeni nemoči pri učencih z učnimi težavami in vlogi socialnega dela pri preprečevanju in/ali zmanjševanju naučene nemoči. S kvalitativno raziskavo, v kateri sem uporabila delno standardiziran intervju s socialnimi delavkami, zaposlenimi v svetovalnih službah osnovnih šol, sem raziskala, kako socialne delavke opredelijo koncept naučene nemoči ter kako naučeno nemoč zaznavajo pri učencih. Zanimalo me je tudi, kakšno znanje za ravnanje uporabljajo pri sodelovanju z učenci z naučeno nemočjo in kako vidijo prispevek socialnega dela pri soočanju z naučeno nemočjo. Analiza rezultatov je pokazala, da socialne delavke, zaposlene v svetovalnih službah osnovnih šol, prepoznavajo različne znake naučene nemoči, razvoj naučene nemoči pa povezujejo z učenčevimi osebnimi lastnostmi, samopodobo, pojasnjevalnim slogom ter z naučeno nemočjo staršev učenca. Pri delu z učenci z naučeno nemočjo se opirajo na koncept delovnega odnosa, prav tako pa jim je pomembno tudi sodelovanje z učenčevimi pomembnimi drugimi.
Ključne besede
naučena nemoč;učne težave;delovni odnos;samopodoba;odpornost;otroci;osnovna šola;šolsko svetovalno delo;socialno delo;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2022 |
Tipologija: |
2.11 - Diplomsko delo |
Organizacija: |
UL FSD - Fakulteta za socialno delo |
Založnik: |
[S. Šac] |
UDK: |
159.923:364.4 |
COBISS: |
143742211
|
Št. ogledov: |
76 |
Št. prenosov: |
35 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
School social workers working with primary school students who deal with learned helplessness |
Sekundarni povzetek: |
Learned helplessness is a phenomenon often known in school children. The school, and especially the school counseling service, can play a very important role in dealing with learned helplessness, so I wanted to explore the phenomenon from the perspective of social workers employed in school counseling services. In the theoretical introduction of the thesis I present the development and different definitions of learned helplessness, with emphasis on learned helplessness in students with learning difficulties and the role of social work in preventing and / or reducing learned helplessness. Through a qualitative study in which I used a partially standardized open interview with social workers employed in primary school counseling services, I explored how social workers understand the concept of learned helplessness and how they perceive learned helplessness in students. I was also interested in what skills they use to work with students with learned helplessness and how they see the contribution of social work in dealing with learned helplessness. The analysis of the results showed, that social workers employed in primary school counseling services recognize various signs of learned helplessness, and link the development of learned helplessness with the student's personal characteristics, self-image, explanatory style and learned helplessness of the student's parents. When working with students with learned helplessness, they rely on the concept of a working relationship, and it is also important for them to cooperate with the student's important others. |
Sekundarne ključne besede: |
learned helplessness;learning difficulties;working relationship;self-image;resilience;school;social work; |
Vrsta dela (COBISS): |
Diplomsko delo/naloga |
Študijski program: |
0 |
Konec prepovedi (OpenAIRE): |
1970-01-01 |
Komentar na gradivo: |
Univ. v Ljubljani, Fakulteta za socialno delo |
Strani: |
84 str. |
ID: |
16411099 |