20.500.12556/RUL-121566 Supervizija strokovnih delavcev pri izobraževanju ranljivih skupin odraslih Supervision of professionals working in the field of education of vulnerable adult groups Magistrsko delo obravnava supervizijo kot pomoč pri spopadanju s stresom in poklicno izgorelostjo ter kot metodo, ki omogoča profesionalni in osebni razvoj strokovnim delavcem, ki delajo na področju izobraževanja ranljivih skupin odraslih. V teoretskih izhodiščih se osredotočamo na različne opredelitve supervizije ter ugotavljamo, da v najširšem pomenu besede pomeni sistematično refleksijo o poklicnem ravnanju in doživljanju, delovne teme pa so pretvorjene v teme za učenje, pri čemer je poklicno izkustvo temelj učenja strokovnih delavcev. Opišemo tudi funkcije supervizije in cilje, ki izhajajo iz njih. Poleg vrst in modelov supervizije navedemo tudi pogoje za uspešno supervizijo. Posebno poglavje posvetimo Kolbovi teoriji izkustvenega učenja, ki predstavlja najširši teoretski okvir supervizije, prav tako tudi refleksiji kot osnovnemu metodičnemu elementu v superviziji. V drugem delu teoretskih izhodišč opredelimo pojma stres in poklicna izgorelost, navedemo njune vzroke in posledice ter se posebej posvetimo stresu in poklicni izgorelosti v poklicih pomoči. Zadnji del teoretskih izhodišč najprej namenimo izobraževanju ranljivih skupin odraslih ter ga zaključimo z opisom vloge supervizije pri osebnem in profesionalnem razvoju strokovnih delavcev ter pri soočanju s stresom in poklicno izgorelostjo. V empiričnem delu predstavimo rezultate raziskave, ki smo jo s pomočjo anketnih vprašalnikov in dveh polstrukturiranih intervjujev opravili med strokovnimi delavci, ki delajo na področju izobraževanja ranljivih skupin odraslih. Izsledki raziskave kažejo, da strokovni delavci supervizijo dobro poznajo, nekaj več kot polovica strokovnih delavcev, zajetih v vzorec, pa jo pri svojem delu tudi uporablja. Slaba četrtina sodelujočih strokovnih delavcev redno uporablja supervizijo pri svojem delu. Ker prepoznavajo, da je stres stalnica pri njihovem delu, poleg posvetovanja s sodelavci ocenjujejo supervizijo kot eno izmed temeljnih oblik pomoči pri spopadanju s stresom in poklicno izgorelostjo. Poleg preostalih ciljev, ki jih dosegajo, pa strokovni delavci, ki uporabljajo supervizijo, poudarjajo pomen izkustvenega učenja ter osebni in profesionalni razvoj. Strokovni delavci, ki uporabljajo supervizijo, ocenjujejo, da je njihovo delo bolj kakovostno, da so bolj strokovno avtonomni ter da zmorejo premagovati ovire, ki jim jih prinaša delovni vsakdanjik. The Master’s thesis discusses supervision as an aid in dealing with stress and professional burnout and as a method that enables professional and personal development of professionals, who work in the field of education of vulnerable adult groups. In the theoretical backgrounds, we focus on different definitions of supervision and find that in the broadest sense it means a systematic reflexion on professional conduct and experience, and the work topics are transformed in learning topics, where the professional experience is the basis for learning of professionals. We also describe the functions of supervision and goals arising from them. In addition to the types and models of supervision, we state the conditions for successful supervision. A special chapter is devoted to Kolb’s experiential learning theory, which represents the broadest frame of supervision, and to reflexion as the basic methodical element in supervision. In the second part of theoretical backgrounds, we define the concepts of stress and professional burnout, state their causes and consequences and particularly focus on stress and professional burnout in aid professions. The final part of theoretical backgrounds starts with the education of vulnerable adult groups and concludes with a description of the role of supervision in personal and professional development of professionals and in facing with stress and professional burnout. In the empirical part, we present the results of the research we have carried out with the help of survey questionnaires and two semi-structured interviews among professionals, who work in the field of education of vulnerable adult groups. The research findings show that professionals are very familiar with supervision, and a little over half of professionals, included into the sample, use it also in their work. Just under a quarter of the participating professionals regularly uses supervision in their work. Because they recognize stress as a constant in their work, they assess supervision as one of the fundamental forms of aid in dealing with stress and professional burnout, in addition to consultations with co-workers. In addition to other goals, they are reaching, professionals, who are using supervision, emphasize the importance of experiential learning and personal and professional development. Professionals, who are using supervision, assess that their work has more quality, that they have more professional autonomy and that they are able to overcome hurdles, brought about by their workday. supervizija izobraževanje ranljive skupine odraslih stres in poklicna izgorelost osebni in profesionalni razvoj supervision education vulnerable adult groups stress and burnout personal and professional development true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2020-10-16 07:45:02 2020-10-16 07:45:14 2022-09-02 03:59:57 0000-00-00 00:00:00 2020 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 465860 5839.pdf 5839.pdf 1 994A5ABB3A9635133A8ED110CEC2B570 9174db5054815b2758121ca9b1a1115324acfaebfe5e12ee567f6e58e0145f32 ebc265ec-a1ba-11eb-a523-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=136537 Filozofska fakulteta 0 0 0