20.500.12556/RUL-144538 Kognitivno-vedenjska terapija kot ena izmed oblik podpore učiteljem magistrsko delo Cognitive Behavioural Therapy as a Form of Support for Teachers Magistrsko delo v teoretski raziskavi obravnava kognitivno-vedenjsko terapijo kot eno izmed možnih oblik podpore učiteljem. Pristopov v psihoterapiji je veliko. V delu se osredotočamo na kognitivno-vedenjsko terapijo, ki temelji na kognitivni in vedenjski paradigmi. V delu pokažemo različne težave učiteljev, ki prispevajo k stresu in zmanjšanju kakovosti njihovega pedagoškega dela, obravnavamo specifike kognitivno-vedenjske terapije ter ob raziskovanju izbranega pristopa analiziramo, kako je pristop lahko ena izmed možnosti podpore učiteljem. V prvem delu so opredeljene najpogostejše težave učiteljev in kaj jih lahko povzroči. Prikazano je, da imajo učitelji zaradi različnih dejavnikov različne duševne in fizične težave. Različne raziskave kažejo, da je učiteljski poklic lahko bolj stresen od ostalih poklicev. V nadaljevanju obravnavamo glavne specifike pristopa, kako se je kognitivno-vedenjska terapija razvijala, kateri so njeni osnovni principi, kako razume terapevtski odnos, kako dojema človeško bitje, katere tehnike so zanjo značilne ter kakšni so potek, načrtovanje in cilji kognitivno-vedenjske terapije. V drugem delu smo kognitivno-vedenjsko terapijo aplicirali kot eno izmed možnosti podpore učiteljem. Predstavili smo kognitivne in vedenjske tehnike, ki jih med kognitivno-vedenjsko terapijo terapevt predstavi učitelju in ga nauči/opremi za učinkovitejšo podporo pri soočanju z najpogostejšimi težavami, ki lahko zaradi vpliva dela in okolja doletijo učitelja, npr. stres, izgorelost, depresija, tesnoba, nespečnost, negativna samopodoba, slaba zmožnost komuniciranja, nefunkcionalna jeza. Pokazali smo, da je že opravljenih nekaj raziskav, ki potrjujejo učinkovitost kognitivno-vedenjske terapije za pomoč učiteljem pri razrešitvi njihovih težav. Večina najdenih raziskav ima relativno majhen vzorec, majhno število ponovitev eksperimentalnih pogojev, raziskave niso izvedene v Evropi in pa primanjkuje raziskav, ki bi dokazovale aplikacijo KVT za učitelje kot samostojno metodo. Opravljena teoretska raziskava s svojimi izsledki prispeva k razumevanju kognitivno-vedenjske psihoterapije in k razumevanju težav učiteljev, ki izhajajo iz miselnih vzorcev, ki prispevajo k spremembi čustev, fizičnih in vedenjskih odzivov učiteljev v razredu. Opredelili smo tudi, kako izbrani pristop glede na svoje cilje in specifike lahko podpre učitelje, ki želijo razrešiti svoje specifične težave, do katerih prihaja pri njihovem učiteljskem delu. Na podlagi večine omenjenih raziskav ugotavljamo, da kognitivno-vedenjska terapija prispeva k znatno nižji stopnji stresa in anksioznosti učiteljev, zmanjšanju disfunkcionalnih prepričanj, večji zmožnosti obvladovanja negativnih misli, k večjemu optimizmu in navsezadnje bolj funkcionalnemu in celostnemu delovanju učiteljev. Kognitivno-vedenjska terapija se pokaže kot ena izmed možnosti, ki učiteljem lahko pomaga pri celostnem delovanju in kakovostnem poučevanju. S pomočjo kognitivno-vedenjske terapije učitelji lahko izboljšajo svojo kognicijo, čustvovanje, fizične odzive in vedenje, s pomočjo katere se bo izboljšalo duševno zdravje učiteljev, kar posledično z njihovim funkcionalnim vedenjem pripelje do boljše razredne klime in pozitivnejšega vedenja učencev. Boljše zmožnosti obvladovanja čustvenih stisk in vedenja lahko posledično vplivajo na manjšo stopnjo izgorelosti učiteljev in zmanjšano število učiteljev, ki predčasno zapustijo poklic. The theoretical research of this paper discusses Cognitive behavior therapy as one of the possible ways of support for teachers. Although there are many approaches in psychotherapy. This paper will focus on Cognitive behavior therapy, which is based on the cognitive and behaviour paradigm and has its origins in learning theories and classical behaviour principles. This paper will explore the challenges of teachers that contribute to stress and subsequently reduce the quality of their teaching work and exploring and discussing the specificities of Cognitive-behavior therapy and, while exploring the chosen approach, will analyse how the approach can be a one of the ways to support teachers. Firstly, this paper will identify and discuss the most common problems in teachers, thus affecting their output. It is shown that teachers suffer from a variety of mental and physical problems due to varying factors. Numerous studies have shown teaching to be one of the most stressful professions. Following this, the main specificities of the approach will be explored. Looking at how Cognitive behavior therapy has developed, what its basic principles are, how it understands the therapeutic relationship and perceives the human being. Before, understanding the techniques that are characteristics of the approach. Then the course, planning and goals of Cognitive behavior therapy are explained. In the second part, this paper discusses Cognitive behavior therapy as one of the ways to support teachers. Presenting various cognitive and behavioural techniques that the therapist may introduces to the teacher during Cognitive behavior therapy. Furthermore, how the practice can support the teachers more effectively in coping with the most common work-related problems to come from environmental and situational influences stemming from the classroom, e.g., stress, burnout, depression, anxiety, insomnia, negative self-image, poor communication skills and dysfunctional anger. Based on our research we have found that there are already some studies confirming the effectiveness of Cognitive behavior therapy in helping teachers to resolve their problems. Most of the studies found have a relatively small sample size, a low number of replications of the experimental conditions, research not carried out in Europe and a lack of research demonstrating the application of Cognitive behavior therapy for teachers as a stand-alone method. The theoretical research carried out contributes with its findings to the understanding of Cognitive behavior psychotherapy, to the understanding of teachers' difficulties arising from thought patterns that contributes to the change of teachers' emotional, physical and behavioural responses in the classroom, and how the chosen approach, according to its objectives and specificities, can support teachers who want to resolve their specific difficulties that arise in their teaching work. Based on most of the above-mentioned research, we find that Cognitive behavior therapy contributes to significantly lower levels of stress and anxiety among teachers, a reduction in dysfunctional beliefs, a greater ability to cope with negative thoughts, increased optimism and, ultimately, a more functional and holistic functioning of teachers. Cognitive behavior therapy is emerging as one of the options that can help teachers to work holistically and deliver quality teaching. Cognitive behavior therapy can help teachers improve their cognition, emotion, physical responses and behaviour, which will improve teachers' mental health, which will in turn lead to a better classroom environment and more positive student behaviour. Improved capacity to manage emotional distress and behaviour may in turn lead to a reduction of teachers’ burnout and in the reduction in number of teachers leaving the profession prematurely. psihoterapija kognitivno-vedenjska psihoterapija učitelj psychotherapy Cognitive Behavioural psychotherapy teacher true false false L. Maselj Slovenski jezik Angleški jezik Magistrsko delo/naloga 2023-03-01 08:30:02 2023-03-01 08:30:18 2023-03-02 11:42:41 0000-00-00 00:00:00 2023 0 Ljubljana 0 Ljubljana XIV, 78 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 53(043.2) 146488 143735811 17680.pdf 17680.pdf 1 06E6FD7108808B8D47920F7D3E1FAF8C 37076d2a72c16a366025e3e4fa001e2417ad9ca2d97f71f4d72c83ade1cfe8fe e7a8b630-b802-11ed-a314-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=166938 Pedagoška fakulteta 0 0 0